We evaluated student perceptions of an inquiry-based, karaoke video exercise in six university classes ranging from first year to graduate level. Students created a 3-4 minute karaoke video on a topic relevant to class. Student responses to the project based on questionnaires and triangulation interviews were strongly positive. Students did not demonstrate a preference for the different parts of the exercise (e.g., writing lyrics, research, singing, etc.). Musical experience (low, average, high) had a significant effect on the number of positive responses from students; however, students' majors had no impact on their responses. Triangulation interviews from students in all classes were strongly positive, and a simple trend analysis indicated that many students found the exercise: (a) was new, (b) was creative, (c) facilitated deeper learning, and (d) was enjoyable. Studies that evaluate inquiry-based classroom exercises over multiple classes and university levels are uncommon, and this is one of the first to show strong positive student responses to an inquiry-based, music-based exercise over courses ranging from first-year to graduate seminars.