The purpose of this qualitative study was to investigate the process of composing educational music. As part of a research project titled "Sound Connections: Composing Educational Music" Canadian composers completed email interviews, responding to semi-structured questions about the process of composing educational music. Using qualitative data analysis, we sought to understand better this process and found that the composers in this study used a variety of compositional techniques at all stages of the compositional process (conceptualizing, writing, and refining) to promote the development of student musicians. Key findings included the importance of balancing skills review and challenge; the use of form, timbre, and harmony for the development of communication and listening skills specific to the ensemble context; the use of elements from various musical styles to support music appreciation; and the encouragement of student collaboration in the creative process of composition. An unexpected finding was the importance of composer collaboration with teachers and students in the composing process. The knowledge gained in this study adds to the literature on this under-researched topic, and may help composers, student composers, and composition teachers develop a better understanding of and appreciation for educational music, thereby encouraging educational music composition. In addition, the findings of this study may assist teachers in the difficult task of choosing educational music for their students.