While there has been extensive research concerning music composition execution and benefits in general, there has been limited research found specifically regarding how the initiation of a composition project effects student anxiety levels. There have been a dearth of studies examining specific prompts or directions given to students before they begin their compositions. Therefore, the purpose of this study was to investigate the effect of parameters on the self described composition anxiety level of students. Additionally, it was the purpose of this study to identify compositional tools deemed meaningful by students over the course of the composition task. For this mixed-method research study, third grade students (N = 17) from a central Texas elementary school participated in a composition activity after school. Participants were enrolled in general music classes taught by the researcher. The general music classes were taught in a blended methodology, with elements of Orff, Music Learning Theory, and Kodaly practices. Prior to the study, the participants were divided into two groups. Both groups were given exactly ten minutes to create their composition. Participants in neither group were provided with visual aids or physical tools. Work was done individually and there was no assistance provided during the composition period. Groups were located on opposite ends of a large cafeteria and monitored by two research assistants. One group was given parameters for their composition, the other was not. Analysis of the results of this study revealed that students felt higher levels of composition anxiety when asked to compose without parameters. Those who did have parameters at the start of the project felt more confident and excited about the task, and were able to, by their own words, "be more creative." Overall, the participants completed their task to the best of their abilities and showed great pride in their created work. Based on the results of this study, it can be concluded that while it is critical to foster creativity, it is just as critical to avoid overwhelming students. The parameters provided served as a starting point, and a point of direction, for the compositions. In this study, it was found that being provided with parameters was greatly preferred by students, lessening their feelings of composition anxiety. The results of this study contradict previous research which concluded it was preferable "not to impose strict parameters which may inhibit" composition (Burnard, 2000).