The purpose of this investigation was to examine a single modern band to discover how an ensemble director/facilitator implemented a student-centered pedagogical approach. Applications of facilitation are presented within the study. The group was co-constructed through an approach of shared power and championing of student voice. Modeling was a key tenet of learning and communication between the ensemble's members and facilitator. Students shared knowledge, opinions, and suggestions for the ensemble's direction. Findings include the significance of a relaxed atmosphere in which student agency, autonomy, and democratic decision-making were defining characteristics of the ensemble. Data analysis revealed musical and social benefits through a democratized and deterritorialized approach. Pedagogical suggestions for music education include increased autonomy and student agency in music classrooms as well as pathways for teachers to develop facilitation and peer mentoring skills.