This qualitative case study explores the ways in which Deaf students involve themselves with music, in a variety of contexts and from multiple perspectives, including the students’ own perspective. A Sydney school offering a music programme for Deaf students was selected as the case and was investigated through a questionnaire, interviews, observations and document collection. The students were found to engage in music primarily through performing as part of the school music programme in the areas of sign singing, moving to music, playing instruments and vocalising. The students’ involvement with music in the home and community through informal musical activities was often as a result of similar experiences in their music classes, and enabled them to challenge the stereotypes held by their family members and the community. The students’ musical preferences revealed a predominantly visual and kinaesthetic understanding of music, and a focus on the repertoire taught through the school music programme. The students’ enjoyment of music was not necessarily determined by their level of hearing, but more often by their definition of listening. The results of this study suggest that music does have a place within Deaf culture.