The purpose of this paper was to study how the ensemble teacher handles situations where students opposes to participate in the activity that the teacher has planned. The study is confined to examine situations where a student object to participate in rehearsing a piece of music because of its associated genre. In the theoretical background, research is presented that relates to the relevant parts of governing documents, music's relationship to an individual's identity and ensemble as a learning environment. A interview study is conducted with four ensemble teachers at the upper secondary school level in order to collect data on how they act in this situation and their underlying thought processes. The result shows that they choose to initiate a discussion with the student who chooses not to participate. In this reasoning, the teacher usually tries getting the student to change attitude through questioning and exemplifying. In the discussion I problematizes the negative impact this action may have upon the ensemble's social climate as a result. I propose an approach for ensemble teachers where students are included in the planning process and thereby prevents the examined problematic situation from arising. This approach is discussed against my speculation about possible underlying causes. It is concluded that this approach can be a good starting point for ensemble teachers.