In this paper results from three different studies of music education and music production are presented. The results are discussed in the perspective of a learning and literacy theory by James Paul Gee (2007). Today’s pupils and students, the so-called Millennials, are the first generation to grow up with computers, portable music and video devices, mobile phones and video games. Millennials are online, music is important for them, they download music a lot, legally or not, and many also produce music independently. Since the early 1990’s Music Production courses are taught in Swedish upper secondary schools. Since 1983 Music Production have been taught in Swedish higher education and today in total 19 Swedish higher education establishments have study programs or courses in Music Production. In three different studies we have observed and interviewed professionals, music students and teachers in upper secondary school and higher education. In the first study eleven professionals were interviewed, all music production teachers or active music producers. The results indicate that there are at least three areas where students of today show new musical abilities compared with earlier generations: rhythm and timing; knowledge about musical instruments and orchestration and repertoire knowledge. In the second study eight music undergraduate students were observed in one-to-one tuition. The results show that the students use three main approaches: adaptation, reflected navigation and indifference. These approaches vary and overlap. The different strategies used by the students were analysed in relation to apprenticeship in higher music education. The third study is a case study of two ambitious and talented young musicians and their work to establish themselves in the music world. The results show that they both use media and information technologies to promote themselves, and that higher education not is enough for them to succeed in their careers. In "What video games have to teach us about learning and literacy" James Paul Gee point out 32 different aspects concerning how important cognitive activities are developed when people, young or old, play videogames. These activities includes: how a sense of identity is developed, how meaning is developed, how a video game player evaluate and follow certain commands, the importance of role models, and in a broad sense, how the world perceived. In this paper we discuss how some of the aspects Gee point out also are relevant in other areas such as music education and when students work with music production software.