This instrumental case study utilized an ABR component to investigate music composition as a pedagogical tool in higher education. This was achieved through three facets: gaining an understanding of undergraduate students' compositional experiences, students' accounts of the pedagogy's impact upon their learning, and through the educator's observations and reflections upon the implementation of the pedagogy. Examining undergraduate students' utilization and perception to explore, engage, learn, and experience music through composition provided valuable insight into a developing pedagogical approach. Review of the research literature revealed a gap examining music composition pedagogy at the college level; specifically, beyond music composition majors and those in pre-service education. This study analyzed and addressed this gap by investigating undergraduate students' composition experiences and the impact of composition pedagogy upon their learning experience. This research study investigated undergraduate students' composition experiences through semi-structured interviews, observations, a Pre- and Post-questionnaire, and students' music compositions. Analysis revealed four emergent themes: Authenticity; Embodiment through Music Composition; Personhood and Selfhood through Music Composition; and Beyond the Classroom: Lifelong Musicing. These findings are presented in an expanded discussion divided into two sections. The first highlights undergraduate student voices through the presentation of lyrics, verbatim transcripts, and inclusion of the music compositions (links to audio files). The second highlights the educator's voice by presenting the findings through the educator's experience and perspective. Analysis of the four emergent themes through two distinct perspectives illuminated a deeper understanding of music composition as a pedagogical approach. Music composition as a personal, exploratory, and constructivist pedagogical tool facilitated an educative learning experience. Furthermore, participants' voices and art-work centered in the analysis and findings provided deep insight into the personal and meaningful education afforded through music composition. This study revealed the possibilities of this pedagogical approach when the definitions of music composition and composer are expanded and reconceptualized. As a result, this illuminated how learning through music composition can facilitate a holistic, meaningful, and transformative education for undergraduate students. [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.]