Educational projects conducted by symphony orchestras often focus only on one aspect of the music (e.g., cognitive or emotional). The concept of an educational project presented here integrates various senses with regard to multisensory learning and combines them in order to promote a holistic approach to music. Through this study, I aimed to investigate how various stakeholders (pupils, teachers, university students, and musicians) perceive the concept of a music education project. This project integrates multisensory approaches, employs learning stations, and incorporates a popular TV presenter during concert preparations. Data from n = 592 people were assessed. Semantic differentials, various items, and open questions were used to assess the pupils’ perception of the concerts. The data analyses consisted of descriptive statistics and the analysis of variance. The results showed a beneficial effect for all stakeholders of original encounters with music and of the above-mentioned multisensory learning approach. Moreover, gender differences appeared in the evaluation of the learning stations. In addition, the pupils’ status of playing a musical instrument was particularly important in “learning”, and age was significant for the basic acceptance of this approach. Based on these results, implications for music educators were provided in order to create age-/gender-specific offers and to test transferability to other music pieces.