Inclusive music education requires rethinking how we define access, participation, and ability. The project Listen to My Eye and its follow-up study Musicking Through the Eyes aim to build bridges for learning by exploring how eye-gaze technology—originally designed for communication—can be used as a tool for musical expression. This work expands the concept of musical participation and challenges traditional pedagogical assumptions about ability, agency, and learning.Several international agreements, such as the United Nations Convention on the Rights of Persons with Disabilities (United Nations, 2008), states that individuals with disabilities have the right to participate fully in cultural and social life. While technological solutions for eye-controlled instruments already exist, pedagogical methods for teaching and learning music through eye-gaze remain underdeveloped. This study addresses this gap by examining the experiences of participants—both users of eye-gaze technology and their supporting assistants or educators—in the process of music-making through eye control. Two research questions guide the inquiry: (1) How do educators and assistants perceive the pedagogical work involved in eye-gaze music-making? and (2) How do the participating users themselves experience this form of musical interaction?Empirical data is gathered during autumn 2025 and consists of ten qualitative case studies including individuals with diverse disabilities and their assistants. Each case includes a short observation of a music-making session followed by a semi-structured interview (45-90 minutes). Observations and interviews will be video recorded to capture communication expressed in multimodal ways. Ethical considerations are central, emphasizing consent, comfort, and inclusion, and the study have been approved by the Swedish Ethical Research Review Authority.Data will be analysed within a cultural-psychological framework, focusing on Bruner’s (2002) understanding of Vygotsky’s concept cultural tools. From this perspective, learning and meaning making are understood as culturally situated processes shaped by the tools available to the individual. Eye-gaze technology thus can become a new cultural tool that redefines access to musical learning and participation.By centering participants’ lived experiences, this study contributes to an emerging field of inclusive music pedagogy. It explores how accessibility-driven innovation may create new pathways and bridges for learning and expression, ultimately supporting music education as a space where everyone—regardless of ability—can participate as a full musical citizen and gain Cultural Citizenship (Ferm Almqvist, 2016).