According to self-determination theory (SDT), the learning experiences of music students can be explained partly by the autonomy-supportive style adopted by their music teachers. To provide the first in-depth understanding of how music performance teachers support the autonomy of their students and how this support is related to students’ well-being, we adopted SDT and the PERMA model of well-being. We provide answers to three fundamental questions about teacher-student relationships in music: (1) Do music performance teachers support the autonomy of their students in higher music education? (2) How do students perceive this support? and (3) How does autonomy support affect music students’ well-being? Music performance teachers ( n = 35) and students ( n = 190) were recruited from higher music education institutions in the United Kingdom. Analyses included mean comparisons of teachers’ and students’ answers to survey questions, correlational analyses of teacher-student dyads’ responses on measures, and qualitative analyses of open-ended questions. Results showed that teachers and students mostly agreed that teachers provide autonomy support to their students. Teachers’ transmission of passion for music and autonomy-supportive behaviors were related to students’ well-being, whereas controlling behaviors hindered well-being. Qualitative results showed that although students put well-being at the core of their concerns, music teachers seemed unaware or ill-prepared to face those concerns.

To many people, music is the very expression of our inner selves. At the same time as it brings people together, music helps us to understand and articulate what it is that makes us unique as individuals. The psychology of individual differences refers to the study of inter-individual variability in people, including socio-demographic characteristics like age and gender, and variability in genetic and psychological factors, such as personality, motivation (including passion and grit), perfectionism, and anxiety. Many of the psychological differences have been associated with distinctive career paths and levels of attainment in music performance. Genetic differences can also play an important role in musical aptitude. While some of these individual differences are stable in musicians, others are considered to be more malleable. This chapter reviews the evidence on these differences in performing musicians from childhood through to the professional level, touching upon divergences concerning gender, and choices between musical genres and instruments. It offers practical suggestions for professional musicians, music teachers, parents, and students on how to deal with the more stable traits like personality and how to enhance the more malleable ones, such as perfectionism and anxiety, that considerably affect one’s musicianship.