This article was taken from a qualitative case study about Jason, a child who suffered from traumatic brain injury syndrome. This research focused on interactions among Jason, his classmates, his band director, his parents, and his school district. Jason encountered many challenges as a child with special needs in band. The purpose of this article is to highlight social awareness in music ensembles from lessons learned as a result of working with Jason in order to highlight issues that emerged that are critical to all students, not just those who have special needs. The author offers suggestions in creating a positive social and inclusive experience for all students who participate in performance-based music ensembles and offers strategies for conductors of performing ensembles in fostering an inclusive social atmosphere. (Contains 14 notes and a list of resources for a supportive classroom.)