The purpose of this study was to examine how a technology-based curriculum—the seventh-grade QuaverMusic curriculum-facilitates students’ creative development in secondary general music class. I used Krippendorff’s (2018) six-step content analysis method to analyze a representative sample of 16 lessons that explicitly incorporated technology from the 39 lessons of the seventh-grade curriculum. I used four a priori codes—imagine, plan and make, evaluate and refine, present-which were the four common anchors documented in the creating process in the National Core Arts Standards for Music (PK-8 general music). I also generated one new code related to creativity during the open coding process (digitize). The analysis revealed that this seventh-grade Quaver Music curriculum aimed to cultivate creativity through a series of goal-oriented, project-based, and technology-assisted units. Most creative activities were structured and teacher-led, but students still had enough room to create by themselves. However, chances for students to openly imagine and freely explore musical ideas were limited, and the integration of technology was more focused on structuring and preserving creative work, rather than generating work.