Teachers who conduct ensembles of any ability level know that many skills are required for students to successfully participate. Often neglected or overlooked are the skills that students must have to interact musically with their peers. This article focuses on listening as a way to help make successful ensemble collaboration a reality. The method comprises three levels of listening that provide structure for student interaction in an ensemble rehearsal. Interaction is divided into three levels driven by what students hear, giving students the ability to organize an overwhelming number of possibilities into manageable segments. Based on peer teaching research as well as real-life application, this article addresses the ability of teachers to shape a participant structure where all students are given the chance to have a voice and develop individual ownership. By giving individual students and peers the opportunity to solve musical problems, the traditional teacher-centered power structure of the typical ensemble rehearsal is redefined. The benefit of raised awareness based on listening and musical interaction in a rehearsal can also fuel creative development in other areas of the music curriculum, such as composition and evaluating music and performance. (Contains 1 figure, 9 notes and 7 resources.)