In higher music education, there remains a tendency toward instruction that places the teacher at the center and keeps the role of students as recipients of knowledge bestowed upon them by the instructor. And while there are innovations in education that challenge this paradigm, the research on these innovative techniques, particularly in higher music education, is sparse. Even so, the limited research suggests that understanding the context from which students come can play an integral role in student engagement and can lead to instruction that will capture and hold students' attention. However, there remains a gap in research that deals with exploring the previous musical experiences of college music students with the intent of considering how these experiences might inform instruction. To address this gap, this study sought to explore the previous musical experiences of students enrolled in music classes at Mountain Lake College with the intent of informing music instruction at the college, making it more relevant and meaningful for the student. This study employed a mixed methods explanatory sequential design to explore the previous musical experiences of students enrolled in music courses at the college (N = 97) who were at least 18 years of age and were willing to participate in the study. From these 97 students, eight were randomly selected to participate in a semi-structured interview designed to provide explanatory data to illuminate quantitative data produced in the survey responses. Quantitative data were assessed through statistical analysis and qualitative data were assessed utilizing first and second cycle coding in which descriptive coding led to pattern and theme development. Participants described the power of music to impact their emotional, physiological, and social well-being. They also reported a sense of belonging as a result of their engagement with music. And in the music classroom specifically, the instructor can influence any or all of these positively or negatively, depending upon her or his approach to instruction. Therefore, it is recommended that to make instruction relevant and meaningful to students in the higher music education classroom, the students' contexts, specifically their previous musical experiences, be considered when designing curriculum, pedagogy, and content. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]