Chamber music provides myriad opportunities to develop students' ability to think like professional musicians while engaged in the authentic task of working closely with and learning from peers. However, the potential for musical growth inherent in chamber music participation is often unrealized due to either a lack of teacher guidance and support or by too much teacher involvement in decisions about rehearsal content and musical interpretation. As a result, students are engaged in "hands-on" rather than "minds-on" learning. This article includes a description of an initial large-group approach to chamber music and related activities that support minds-on learning based on the concept of "cognitive apprenticeship". Specific strategies on a continuum from more to less assistance are used by the teacher to help students become independent musicians. Four of these strategies are modeling; coaching or giving guided practice and immediate feedback; scaffolding or structuring practice and giving periodic suggestions; and fading, whereby the teacher gives increasingly less assistance with the ultimate goal of students working independently. These activities can help maximize student learning and engagement when playing in a chamber music ensemble and at the same time foster an interest in lifelong chamber music participation. (Contains 1 figure and 10 notes.)