In this article, the author recounts his experience teaching MU-241, Music Harmony and Counterpoint, which is a capstone course for the music electronics program--a two-year associate of arts and sciences degree--at Queensborough Community College, City University of New York. The class, a difficult one, combines harmony, counterpoint, and piano, and is made more difficult by the fact that the students, even nearing the end of their degree requirements, are still diverse in their musical skills. Here, the author describes how he challenged the contrapuntal rules of student-teacher interaction and improvised his teaching approach by letting his students interact with each other. As a class, they provided the intellectual and emotional environment for all the members of the group to learn and grow. By abandoning the safety of a teacher-centered approach and behaving instead as a team of inquirers, they enacted a basic human instinct of solidarity and sharing.