This article presents some of the findings from a mixed-methods case study that investigated studio recording for undergraduate students collaborating in pairs. The students were actively engaged in experiential learning (Dewey 1966) and the idea that students will develop within an environment with their peers (Pear and Crowne-Todd 2001). Using a stratified purposive sampling technique students were matched with a learner of similar ability via a pre-test, often referred to as a social-conflict approach (Schneider 2002). The groups of students were then allocated a support mechanism (either a learning technology interface or paper-based manual) to provide contingent on-demand assistance (Wood and Wood 1999) during the recording of a drum kit. Analysis of observational data revealed the types of studio-based problems the learners were encountering, and that the learning technology solution suggested a quicker and more reliable form of support.