This study examined the instructional settings, pedagogical techniques, interpersonal dynamics and personal characteristics of a teacher and her adolescent students in a renowned private flute studio. Using ethnographic techniques including observations and interviews, four main themes emerged that seem to contribute to the satisfaction of the participants and the musical success of the organization as a whole: (1) Stringent participation policies and performance expectations that serve as a "gatekeeping" function for membership; (2) a nurturing environment, including home-like physical environs, supportive interactions among students and between teacher and students, and carefully chosen musical material; (3) the creation and maintenance of a "studio culture" through instructional and performance routines, transmission of instrument-specific musical information, and a strict and competitive hierarchical structure within the organization; and (4) the perpetualization of a set of values via student and teacher role models and "mythic figures," through which students' studio experiences are held to be the most important musical activities in which they participate. Implications for school music educators are offered, including a discussion of aspects of potential congruence for school music programs as well as a consideration of those elements that would be difficult and/or inadvisable to replicate in public school settings. (Contains 1 note.)