This article presents the results of a qualitative study that explored how freedom in music can stimulate creative development in students. A series of musical and pedagogical activities, called Creative Freedom, which involved favourable conditions for autonomy and creative agency, was developed. This study was conducted between 2013 and 2018 in two different universities and involved a total of 72 musical volunteers. The data analysis methodology chosen for this study was grounded theory, with the aim of understanding the social and individual meanings present during the empirical research. The findings showed empirical evidence that freedom can enable creative development through the minimization of dysfunctional beliefs and the promotion of a more positive self-concept, allowing students to glimpse musical abilities that they had not previously noticed.