This article presents some of the findings from a mixed-methods case study that investigated collaborative learning for pairs of higher education students working in a music studio on a drum kit recording. A stratified purposive sampling technique was used and students were allocated a partner of similar ability; often referred to as a socio-conflict approach. The pairs of students were then allocated a support mechanism (either a learning technology interface (LTI) or paper-based manual) to assist in their learning. Thirty-two separate 2-hour recording sessions were captured using a three-camera technique. In addition, the students completed a workbook and a mix-down on compact disc (CD) of a 2-minute recording of a drum kit. Video data was captured, transcribed and then analysed using Bales' Interactive Process Analysis. A percentage score was given to each of the workbooks and CD recordings. Data analyses indicated that the LTI encouraged more effective planning of the set task, and enabled better execution of preproduction activity, that it also encouraged 'full' collaboration, it enabled practical activity to be completed more quickly and the more time spent using the technology the higher the mark gained for the written work.