Learning walks can be defined as ongoing, structured classroom visits by senior teachers and other colleagues intended to gather data about teaching and learning through observation and interaction with students. Used in areas such as classroom teaching, learning walks are designed to support professional learning for educators and encourage collegial conversations. A participatory learning walk has the potential to facilitate powerful teacher reflection, inform educational practice and support improved student learning outcomes. This paper presents a modified learning walk that encourages teacher reflection and enhances student learning in ensemble music education. In this article qualitative action research methodology, existing research into reflective practice, the nature of learning walks, and the specific context of music ensemble are each explored. Finally this paper presents the case study of "Ben" the conductor-music educator and his experience of participating in a learning walk program. Above all, this paper seeks to generate professional discussion amongst music educators with regard to their reflective practices.