English is one of the three core subjects in the Swedish compulsory education system. It shares this standing with only mathematics and the Swedish language to comprise the triad of core subjects without which a pupil cannot apply for secondary education. This makes quality English teaching and accessible English learning paramount for pupils in years 7 to 9 in compulsory school. Research in second-language acquisition demonstrates that music is an effective tool in the language learning classroom, yet studies among older learners of English in compulsory school are less frequently carried out than those among younger learners of English.  Drawing upon a sociocultural theoretical approach and mediated learning theory, as well as Krashen’s theory of the affective filter, this study investigates how learners perceive the use of music in their English language classrooms and presents feedback on how pupils feel music improves their language use and vocabulary. Through the tools of a pre-test/post-test the study demonstrates only a marginal improvement in vocabulary acquisition.  The surveyed pupils are generally positive towards music as a pedagogical tool in the English language classroom. Not only do results demonstrate that music is welcome in awakening pupils’ interest and motivation, but that music and song are appropriate for older pupils in the 7 to 9 school years and that the study of music texts/lyrics can be employed with older compulsory school learners of English.