In this article, the author contends that in order to fulfill music education's purpose of developing a child's capacity to make and experience music, attention must be paid to developing listening in performance ensemble classes. Music educators cannot assume that being involved in the refinement and performance of music contributes to becoming a more sensitive listener. Specific and purposeful steps must be taken to develop musical listening in students. These steps must go beyond pedagogical listening to expand the musical imagination and make possible more profound listening experience. Music educators can help organize and structure listening activities in the class by referring to the functions of musical imagination outlined in this article.