This paper attempts to analyze the relationship between 'alternative music scene' involvement and English language learning, as described by 5 non-native English speakers. Today's times, strongly dominated by the rules of mass media commercialism, have somewhat rejuvenated the learning experience, creating a cultural and generational gap between the teachers and the students. Learners have been increasingly influenced by 'alternative' ideas which have formed social rules and subgroups, primarily in the form of 'alternative music' genres and subcultures. 'Alternative music' has been able to foster and create interest, shape social models and groups, and stand as an alternative option to the cultural mainstream. An extensive corpus of English written music has proved to be the catalyst of the students' attention towards English language learning. One of the authors' 10 years personal involvements in the punk 'music scene' and the experiences of 4 other individuals representing different stages of participation to a 'music scene', as defined by Lena and Peterson (2008), have been considered. A Delphi Panel Meeting was organized in order to individuate and discuss the learning constructs drawn from the qualitative analysis of the data. The findings supported the existence of a positive relationship between 'alternative music scene' involvement and English language learning.