The rationale for this article lies in a perceived need for instrumental teaching to take on positively some of the opportunities that the National Curriculum represents; in particular, the need for music-centred approaches encompassing improvising, composing and appraising as central activities in instrumental lessons in addition to performing. Its background is the belief that traditional approaches to instrumental teaching have tended to favour development of technical skills in preference to imaginative responses to musical encounters. Pragmatic realities as well as potential curriculum benefits now demand a shared outlook from class and instrumental teachers who have tended to travel on different, if parallel, tracks. This article provides a tentative model for instrumental learning in the National Curriculum which will enable the unique character of what instrumental music has to offer to be maintained whilst enriching it with wider curriculum perspectives. Note: Throughout this article instrumental teaching refers to that provision offered by specialist teachers whether of instruments of the Western classical tradition, those of non- Western cultures, or of the pop, rock, jazz or folk traditions. Exemplars are indicative only and are not drawn from specific cases. It is intended that readers will interpret exemplars according to their own particular instrumental specialism.