Music technology is an increasingly important focus in the compulsory music classroom programs of secondary schools but limited research has been undertaken on how it impacts on student learning. This study focuses on students' experiences and perceptions of music technology within an independent, coeducational college. It has not been the intention of the study to compare the effectiveness of music technology against traditional classroom techniques but rather highlight possible teaching applications when integrated into an established music program. Hence, the study has attempted to develop an approach to the use of music technology in the classroom environment. Data for the investigation took the form of questionnaires, structured interviews, participant observation and recorded lessons. From this data five themes were recognised, based on how students felt the technology was impacting on their classroom experiences. In summary, these follow. 1. With regard to effective learning in a music technology laboratory, students preferred activities involving a degree of structure. 2. Students recognised the inability of the technology to actually teach them anything at all, however, they were aware that technology is a useful aid in the learning of music. 3. Students recognised the differences/ similarities between the music technology laboratory and the traditional classroom environment and how this affected their learning. 4. Students did not recognise gender as being a factor in their ability or inability to be successful using music technology. 5. Students were generally positive about music technology. Music technology can be a powerful tool when correctly used within the music classroom. This study tries to identify, from both student responses and the experiences of the researcher, ways that music technology can be used in order that effective learning can take place. Parallels are drawn from the learning theories of Vygotsky and Bruner and related to the experiences a student might have in a music technology Laboratory. A major focus for this study proposes the teacher as being a key element in the successful use of music technology and how this cannot be underestimated in the overall implementation of a successful program. The quality and relevance of the technical and professional support must also be of a high standard at all stages of music technology implementation.