This paper presents the first report of an exploratory study involving the use of the software Hyperscore in general music classes as a mean to facilitate musical understanding and conceptual transferability from a technology mediated music learning context to the normal music classroom setting. It was developed in one school in three classes of 26 children each, 10 to 13 years old, in the context of pre-service music teacher training under the supervision of the Department of Music Education of the Porto College of Education. Between December 2006 and May 2007, the three classes were involved in music education both in a room provided with one computer with headphones for each child and the software Hyperscore, and in the normal music classroom environment. Using mainly a qualitative, exploratory, and participant research methodology, data collected involved children’s files and evaluation sheets, teachers’ written observations, and interviews. Preliminary findings reveal high levels of task centered behavior, autonomy, and collaborative attitudes, as well as a more conscious use of musical vocabulary. Given the strong appeal of the graphical composition system, further studies are needed in order to establish a clear link between the child’s musical intentions and the pictographic outcomes.