The chapter first places its understanding of “classroom music making” into the specific historical and theoretical backgrounds of German music education. This is followed by an introduction to the understanding of classroom music making as well as a significant expansion of existing approaches to defining it. In the core of the chapter, an innovative research and development setting for studies is presented. This is based on the use of interprofessional, transdisciplinary teams as well as the use of blended learning and design-based research. The presented results of the studies are based on the development of so-called modular seminar modules, which were continuously improved and used in the iterative processes. Furthermore, the chapter provides insights into the theoretical connections in the direction of current adaptivity and digitality discourses. To be able to better classify the results and communicate these to international scholars, some aspects are classified using the established Technological Pedagogical Content Knowledge (TPACK) model according to Koehler and Mishra, to be able to finally discuss the own limitations as well as potentials of the studies approaches and outcomes.