This chapter advocates a pedagogy where relationships form the basis for developing curricular and pedagogical ways of being with students. A relational pedagogy begins through considering these broad questions: Where are music and technology in the teacher and students’ lives? Where do adolescents make meaning through music and technology? How can teachers develop a community of practice with their students through music and technology? We argue that relationships should be placed at the center of pedagogical and curricular decision-making. Through this approach, music educators are better equipped to make space for and honor student agency and learning through harnessing the ways adolescents intuitively engage with music and technology.