The purpose of this qualitative study was to explore how undergraduate music therapy students perceive, describe, and make meaning from their pre-internship clinical experiences. Using a basic qualitative research approach and marrying arts-based methods with reflexive thematic analysis methods, the following research questions guided my research-- How do pre-internship undergraduate music therapy students make meaning from their pre-internship clinical experiences? How do pre-internship undergraduate music therapy students perceive and describe themselves and their pre-professional identity? How do pre-internship undergraduate music therapy students perceive and experience working with clients in a real-world setting? How do pre-internship undergraduate music therapy students perceive and understand the practice and profession of music therapy from their pre-internship clinical experiences? I collected and analyzed data from pre-internship undergraduate music therapy students through two sequential phases--a virtual songwriting phase and a subsequent virtual interview phase. I analyzed five original songs with accompanying verbal reflections and in-depth interviews using reflexive thematic analysis (TA) (Braun & Clarke, 2022). Further, I used two types of music analysis--the Synchronous Lyric and Music Analysis (SLMA) method I developed for this study and a modified version of Grocke's (2007) Structural Model of Music Analysis. I present key research findings and implications relevant to music therapy program directors, educators, and clinical supervisors. Finally, I provide guidance and considerations for implementing the SLMA method and discuss recommendations for future research. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]