The purpose of this research study was to investigate the usefulness of implementing a Comprehensive Musicianship (CMP)--Unit Study within a high school band rehearsal setting, using music technology as a supplementary tool. While previous studies have emphasized the many benefits of Comprehensive Musicianship, it is not clear how such an approach works alongside a Unit Study using music technology. In contrast, using qualitative and quantitative methods, this study examined student learning and assessment achievements through individual performance, student engagement during band rehearsals, and individual responses to the CMP experience. This quasi-experimental study was implemented at a Midwestern high school which has a band program of over 200 members, who take part in one of three ability-based concert bands. The middle-level Symphonic Band served as the experimental group, whereas the bottom-level Concert Band and the top-level Wind Ensemble served as control groups. Data included student performance pretests and post tests of all three bands, and the following focused on the CMP experimental group: daily field note observations of CMP instruction, student journal entries, informal and formal teacher interviews, and a post questionnaire. Statistical tests indicated that the Symphonic Band and Concert Band members both improved their individual musical performance over the semester (p less than 0.05). However, the Symphonic Band (experimental group) did not improve to a greater degree in comparison to the control groups. Nonetheless, descriptive results of the post questionnaire indicated that the majority of Symphonic Band members enjoyed the CMP experience and believed that they increased their musical understanding through the new approach. In addition, further analysis of band director and student data suggested that student learning was achieved in a variety of ways: (1) the band director maintained focus on student-centered learning, serving as a "learning facilitator" which led to "increased musical understanding" and provided "new insights into music" for the Symphonic Band members; (2) he continually reflected upon the long-term and short-term goals, student journal entries, and student performance in class, in regards to his CMP strategies and delivery ("self-evaluation"), in which the band members were able to monitor and track music learning and progress through the journal entries ("self-evaluation and reflection"); (3) the band director showed how he used transfer effectively using his pleasant demeanor and his fluent conducting ("communication"). Despite that fact that some music educators may feel that CMP takes away from achieving levels of high performance, this study suggests that CMP students are not only able to master musical concepts, but also improve their technical and skills of musicianship, individually and within a band setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]