This article is a review of relevant literature on collaborative, standards-based music learning. The review is organized as follows: (a) historical perspective, (b) collaborative music learning, (c) collaboration and creating, (d) collaboration and performing, (e) collaboration and responding, and (f) conclusions. In an effort to bridge the gap between developing well-rounded musicians and addressing the need for students to view their learning as coparticipating in a real, in-the-world social practice, this article provides scholarship that focuses attention on the importance of providing opportunities for music students to collaborate through creating, performing, and responding.