Although cultural diversity is important to the social context of classrooms, few researchers have explored school music experiences from the perspective of students of colour. Possibly of greater concern is the absence of research examining African-American students' educational experiences in early secondary education, during which time the attrition rates of non-White music students increases. This qualitative case study utilised critical theory and critical race theory to explore the power structures between music teachers employing improvisation and composition in a wind band classroom and African-American music students at the middle level. Data collection included daily classroom observations, weekly narrative writing, student musical compositions and open-ended interviews over an eight-month period. Findings inform our understanding of the nested contexts of the wind band classroom and the larger school community as well as the intersections between race, music classroom power structures and identity construction. (Contains 1 note.)