Rehearsal engagement is an important concept sometimes neglected by conductors. For students, to be engaged means that they are actively involved with the music during the rehearsal. Even if the director leads a perfect rehearsal, he or she has not necessarily engaged students in a meaningful musical experience. This may be because conductors neglect to ask students for their input in regard to the rehearsal or because the music literature is selected without benefit of student assistance. Another possibility is that directors are less concerned with student understanding than with student performance. All of these practices could be described as consistent with a teacher-centered classroom. In this article, the author talks about constructivist educational practices and incorporating constructivist practices to promote student musical understanding and student engagement and to provide a student-centered framework for the orchestra classroom. While the benefits of constructivism may not be immediate, the real advantages to these new practices become evident as the school year continues. A sidebar by Patrick K. Freer states that constructivist-oriented approaches can be replicated in any setting--orchestral, choral, or band--and presents some learner-centered rehearsal strategies that can be used with a variety of ages, from elementary through high school. A second sidebar by David E. Myers suggests constructivist approaches for orchestra that are easily adaptable to band classes. (Contains 15 notes and a list of resources for increasing rehearsal engagement.)