In this comparative essay, I examine how musical ways of knowing inform my educational research. To understand this question, I employ dual perspectives as a musician and qualitative researcher. I use Eisner's concept of the art of educational evaluation (1985a, 1985b, 1997)--particularly as educational evaluation relates to connoisseurship and criticism--to explore how my aesthetic understanding of musical performance, with its descriptive, thematic, interpretive and evaluative aspects, illuminates the process of qualitative inquiry. I also evaluate an earlier quantitative study of sight-singing achievement among young students by viewing it through a more aesthetic, affective lens. In sharing how I have learned to trust musical ways of knowing to inform my educational research, I suggest ways that other music educators can focus their aesthetic lenses on research questions of interest to us all.