DJs have been seen as musicians for some years (e.g. Katz 2012, Attias, Gavanas and Rietveld 2013) with growing interest in the potential within music education (e.g. Dale 2017, Quin 2021). However, usage by music teachers remains limited in practice: even in the UK, where many exam boards for K-12 Music qualifications include explicit guidance for formally assessing a DJ performance, teachers seem to be wary of using such technology (Ainscough and Hannan 2023, Dale 2023). When offered, however, there are strong signs of improved engagement (Reiss 2023: 48-9, Dale 2023: 76) at a time when, in the UK at least, music in schools is a threat of ‘extinction’ largely due to low uptake (Burns 2017).This paper describes a preliminary research project that has sought to explore what is challenging for teachers and how their confidence can be improved in relation to DJ decks. DJing workshops were undertaken with learners in 7 different schools in the North of England, as well as teacher training with the DJ decks. Two researchers also supported IT staff in the participating schools, as IT challenges are said to be a factor for many schools (Ainscough and Hannan 2023: 97).A questionnaire survey was undertaken with teachers, eliciting 19 responses for the initial survey and 13 for the post-training/intervention follow-up survey. A separate survey with pupils elicited 15 responses with further surveys and also focus group discussions with learners due to take place in 2026. With the teachers, the focus is upon what is challenging and what potential these teachers perceive when DJing is included in the curriculum. With the learners, the focus is upon what is enjoyable relative to other work undertaken in music at school, as well as anything that is disliked or less enjoyable.Among the teachers, most had been teaching for over ten years and had no experience with DJ decks. Most indicated being not at all confident with the equipment but most expressed interest in developing skills. Nearly all reported feeling more confident with 30.8% giving the maximum of 10 on the scale. Free text responses indicated numerous concerns with using the technology but 84.6% of responses indicated a belief that DJing could improve widened engagement for music in their school. Pupil surveys also reflected great enthusiasm.A clear implication for music education is that offering DJ decks could improve engagement. Further research is needed regarding challenges and opportunities.