This phenomenological study investigated the meaning of Dalcroze-inspired activities for first-year Baccalareus Musicae (BMus) students during a music education module and describes the essence of this experience for them. In the first semesters of 2011 and 2013, these movement activities were concurrently facilitated during workshops by a licensed Dalcroze teacher and during the semester by a senior lecturer in music education. In the first semester of 2012, a Dalcroze student in her final year presented workshops and another music education lecturer facilitated the activities. Data were collected by means of in-depth interviews, reflective essays and reflective descriptions until data saturation was reached. Data were organized using Atlas.ti 7 and analysed by means of coding, categorizing, and the identification of themes. The following main themes have been identified: social integration, joyful experience, bodily experience, easier understanding, and musical expression. This article will provide a deeper understanding of what it is like for first-year BMus students in South Africa to experience Dalcroze-inspired activities. Their experiences can inform the use of Dalcroze-inspired activities in music education at tertiary level and support advocacy for the embodied and enactive view of music cognition.