Thirty years of research in classroom music education (Cain, 2015; Lamont et al., 2003; Lamont & Maton, 2010) has revealed the disconnect between students’ musical lives inside and outside of school. In low socioeconomic schools, where families may have fewer resources and opportunities to engage in extracurricular music activities, the disconnect can be even more marked (Beveridge, 2022).In this study, we trialled a new unit of work on electronic music creation with several classes in one of Australia’s lowest ICSEA schools. Data included observations, student work, and interviews from student and teacher participants. They were analysed using Thematic Analysis (Braun & Clarke, 2021). We then applied the Educative Evidence-Based Practices (EEBP) framework (Authors, 2024) as a theoretical lens, to uncover and examine moments of dialogic pedagogical reasoning between an early career researcher-teacher and a veteran teacher in the program.We show that their reasoning was enacted in the classroom. As they set out to design and facilitate educative musicking experiences, they moved between the four “circles” of the EEBP framework, considering their classroom expertise; classroom context; research evidence; and the values, preferences, and circumstances of their students. Using this lens, we reveal tensions in the approaches by these teachers from two generations and investigate how their dialogic negotiations helped to move them toward better inclusivity of and orientation toward these marginalised students’ musical assemblages (Buchanan, 2015).