In general, music listening is often ignored in music programs. When it is taught, it is often in ways that require students to circle the correct answer or identify the instruments. Rather than engaging students' musical minds in intuitive ways, this approach is more a drill in deductive reasoning strictly structured by the teacher. Such learning can be a valuable teaching/learning tool. However, although there are things in the music that are absolute, it is not certain that these aspects are the only elements that should be addressed for lifelong listening skills. Some aspects of what teachers/musicians may think of as immutable in their minds may not be so in the reality of the intuitive listening experience, that is, there may be more than one correct way to hear a piece of music, despite what analysis of the printed music symbols on a page may indicate. In addition, if listening lessons involve only music selected by the teacher, the likelihood of a connection and application to real-world listening may be small. This author states that some of the ways that educators have engaged students in musical listening are not the most effective because they do not align with the ways that people listen to music in their daily lives. The quest should be to find a method to present school listening experiences in such a way that they invoke students' musical past and look to the future to empower students for lifelong intuitive music listening. An examination of the notion of intuitive experiencing sheds light on this. (Contains 2 figures and 16 notes.)