This presentation presents initial data from a national study of Australian senior secondary school music students (studying curriculum and/or co-curricular music) combined with the insights of their music teachers employed in the same school. The research focuses on how sustained participation in a range of ‘school music’ experiences contribute to student learning and overall academic achievement in music, with a specific focus on the completion of their final levels of study in Years 11-12. Located across a selection of Independent School Music programs (sites) in different states and territories within Australia (n=6), a selection of students and music teachers are interviewed from each school. This study examines how participation in music (performing, studying, composing, listening, and rehearsing) influences student engagement, their overall sense of self, combined with academic achievement, wellbeing, enjoyment and success. Having received ethical approval, a range of selected Australian Independent Schools were selected, and an initial invitation was distributed. Once schools were confirmed to participate, students and music teachers were nominated to undertake the project. Participant schools were identified and invited to participate, based on their delivery of an established, longstanding, successful music programs, with a high level of student participation in learning music. A Qualitative methodology was employed for the study. After providing consent, students who were nominated for their musical participation and involvement, combined with a selection of music teachers at each school, completed a semi-structured interview that was recorded and transcribed for analysis. Areas covered included music learning, practice, performance experiences, motivation to learn, self-regulatory behaviours, academic achievement and wellbeing. Student and teacher data were analysed thematically, exploring the perceptions of students' lived experiences within these music programs, constructing an understanding of how their participation in music activities contributed to their learning journey. Teacher responses were employed to triangulate the emergent findings. Areas that emerged highlighted how the prevalence of highly attuned musical ability, supportive learning environments, and ongoing social connection, contribute to student motivation and achievement. Findings suggest that rich musical experiences and a supportive, inclusive learning environment, can contribute to sustained student success, self-regulation and wellbeing. The findings confirm the important role that the study of music provides in schools, providing a valuable insight into the ‘repertoire’ of capacities and skills that students develop as they travel their school ‘music’ journey. A range of implications regarding the important role music can play in students’ lives are provided, while recommendations about the ‘value adding’ that the study of music affords students within the fabric of a school are tabled. Recommendations for advocacy are also presented within the Australian Education context.