United States-based K-12 large ensembles (i.e. band, orchestra) are typically director-led where a music teacher chooses and studies the music for students to perform and rehearses the music with a goal of students learning through improving their performance (Allsup, 2003). The Curious, Collaborative, Creativity (CCC) Model expands from this director-centered ensemble structure to a learner-centered approach by having student musicians choose and analyze repertoire, plan and promote the concert, and facilitate ensemble rehearsals (Collins, 2014; Gilbert, 2016, Collins & Gilbert, 2016). The purpose of this qualitative single embedded case study (Yin, 2018) is to understand high school students' experiences with and perspectives on the CCC model. More specifically, this study addresses the following research questions: 1. How did high school band and orchestra students: a) experience being involved in an ensemble facilitated with a CCC Model? b) experience having student conductors as a part of the CCC Model? 2. What are high school band and orchestra students’ perspectives on participating in a CCC Model ensemble? Author 1 implemented the CCC model for an eight-week concert cycle with their high school's band and orchestra, generating data in the form of ongoing journal entries and through: 1) a survey; 2) individual participant video responses to prompts; and 3) a focus group interview at the end of the rehearsal cycle after the concert. Author 1 engaged in an initial round of individual inductive and thematic analysis of data (Bhattacharya, 2017; Saldaña, 2021) and iterative collaborative analysis with Author 2. We learned that students' experiences and perspectives aligned with learner-centered and democratic approaches to education (Allsup & Benedict, 2008; DeLorenzo, 2003; Lee and Hannafin, 2016; Whitener, 2016). Participants enjoyed participating in the CCC approach to ensembles and found engaging with student conductors to be positive. They appreciated seeing their peers take on leadership roles and valued their peers' varied perspectives that they otherwise may not have experienced. Those who rehearsed the ensemble valued having a degree of control and the increased independence in making musical decisions and crafting musical interpretations. Participants felt that they grew as musicians, including learning how to study a score and select music. Overall, participants appreciated having a stronger voice, more input, and greater levels of freedom. Though particular to this case, the study invites music educators to consider the CCC model as an approach to facilitating learner-centered ensembles and involving students collaboratively in large ensemble settings.