This study examines pre-service primary teachers' first engagement with music education at university level in the Republic of Ireland. Data from focus group interviews and coursework present voices from the students in prolematising their learning journeys with music education. These qualitative research methods are used to investigate student values, assumptions, participation, learning and identity formation in order to illuminate how the pre-service teachers made meaning from their collaborative musical experiences within their first module involving music education. Findings reveal the importance of participation in active, creative and reflective musical experiences as a group of learners on initial teacher education programmes. Through such experiences, the study suggests that students are enabled to construct knowledge collaboratively, shape their values, build pedagogic methodologies, and inform their emerging identities with a view to influencing their approach to music education as future teachers.