Seeking understandings of the relationships children have with electronic environments is needed in order to continue to develop our understandings of what children are doing in those environments and why. This paper looks at the musical compositions of children in an electronic environment and attempts to demonstrate how those compositions are as much a product of the computer/child relationship as they are products of children's musical understandings. The paper also suggests the need for new definitions of children's musical compositions and new understandings of the affordances of the environment. (Contains 2 figures.)