Addressing the problem of low music skills and lack of motivation to participate in music programs in elementary and junior high schools, a study examined a daily after-school practicum in which music skills, composition, and performance were practiced. Twenty sixth-grade students participated in 72 40-minute after-school sessions, meeting twice a week for 36 weeks under the supervision of a music teacher. Using the ukulele as a performing and composing medium, students were taught the mechanics of the instrument, as well as four areas of musical development: theory, rhythmic and melodic dictation, sightreading, and composition. The first 18 weeks focused on elementary theory and performance skills. Evening workshops, in which students demonstrated their developing performance skills, were offered to parents of participating students. In the 28th week, students began composing simple melodies, culminating in a book of original songs written by the students. Results of student pre- and post-surveys indicated an improvement in understanding music education, and a development in students' musical ability and enjoyment. Students also improved their total music skills test scores by at least five percent in the four areas of musical development. Pre- and post-questionnaires, sent to parents of participating students before and after the practicum implementation, indicated an increased awareness and understanding of the music program. (Six tables are included, and students' pre- and post-survery, pre- and post-survey test, parents' pre- and post-questionnaire, book of songs, implementation calendar, and 18 references are included.) (MM)