The new millennium has brought a number of research articles and books that relate to instrumental (including vocal) teaching in higher education (Hunter & Russ, 2000; Jørgensen, 2000, 2001; Ritterman, 2000; Davidson & Da Costa Coimbra, 2001; Davidson & Good, 2002; Froehlich, 2002; Mills, 2002, 2004a, 2004b, 2005, in press; Nerland & Hanken, 2002; Nielsen, 2002; Federation of British Conservatoires 2003; Kokotsaki & Davidson, 2003; Mills & Smith, 2003; Mills et al., 2004; Burt & Mills, in press). Many of these publications have been written, at least to some extent, from a distance. The researchers have looked at instrumental teaching in higher education from their experience of schools, ‘academic’ teaching in universities or institutional management, for example, and have set their research questions, and sought the answers to these questions, accordingly.