In secondary music education, classroom-based evidence on how specific digital interactions support students’ basic psychological needs remains limited; much prior work relies on teacher self-reports and performance metrics, with few accounts of lesson-level experiences or observable support for these needs of students’autonmony, competence and relatedness (Kiss, Tun Zaw Oo, Biró, & Józsa, 2025). Effects of digital approaches also vary by design and implementation, underscoring the value of examining interaction design at the lesson level (Li, Ma, & Shi, 2023). Against this research gap, this paper centres on technology-integrated classroom interactions in Stage 6 music lessons in New South Wales and focuses on the support for autonomy, competence, and relatedness within a Self-Determination Theory framework (Ryan & Deci, 2020). The construct of flow provides a concise lesson-level view of students’ absorption, aiding interpretation of interaction patterns (Csikszentmihalyi, 1990).This project adopts a mixed-methods design combining classroom observations, semi-structured teacher interviews, and a student survey. Observations apply a specifically designed rubric that aligns visible, designable features in technology-integrated lessons with SDT constructs: Choice with rationale; Challenge-skill calibration; Structured peer collaboration; Formative feedback timing; Clear success criteria; Autonomy-supportive language. Interviews clarify mechanisms and constraints across tools, class types, and time constraints; the survey offers a descriptive snapshot of perceived support for students’ educational needs, enabling triangulation across sources. The paper synthesises a classroom-facing account of SDT-aligned features in technology-integrated music lessons and proposes a compact, reusable frame for observing and discussing them in resource-diverse settings. This paper discusses implications for lesson planning and professional learning.