The purpose of this study was to investigate and document the pedagogical techniques practiced by Jan Kagarice, Adjunct Professor of Trombone at the University of North Texas. Given that the study of master teachers has been identified as a valid method for defining effective teaching (Duke & Simmons, 2006), the intended outcome was to construct and codify a cohesive framework for effective brass teaching which can serve as an exemplar for the community at-large. Kagarice has also been documented as successfully rehabilitating musicians who have been diagnosed with the maladaptive disorder Focal Task Specific Embouchure Dystonia (FTSED), so an additional aim was to increase knowledge and awareness of the types of behaviors and practices which may lead to this condition. Data were gathered over the course of three site visits, during which the researcher observed and recorded lessons (n = 19) and conducted interviews with both primary (Jan Kagarice) and secondary (student) subjects. At the conclusion of the data collection phase, the researcher concluded that the emotional component of FTSED was too complex in scope to be meaningfully addressed within the context of this project; therefore, conclusions were limited to Kagarice's methods of instruction with healthy players only. Analysis focused on Kagarice's assertion that "physiology is not pedagogy," meaning music-learning is not a series of steps to be undertaken, but a process; thus, the primary emphasis was on pedagogical behaviors and goals, rather than a prescriptive approach to brass performance. This perspective generated five primary findings: a focus on "metacognitive skills," the physiological concept of "form follows function," the use of both "macro" and "micro" pacing indicative of Bruner's (1960) "Spiral Curriculum" and Montessori (1912)/Seguin's "Three Period Lesson," a holistic model for accessing the "Zone of Proximal Development" (Vygotsky, 1978) through a "five phase model" of instruction, and a taxonomy for applied instruction which targets "unified function" (Dettmer, 2006), or a synthesis of the cognitive, affective, physical, and social learning domains. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]