This paper presents findings from action research in a conservatoire (the Guildhall School of Music & Drama) which focused on teaching and learning effective breathing in playing the oboe. A range of approaches and techniques emerged from a literature review. These were implemented in practice with oboe students at the Guildhall School, and changes in their practice and perceptions of breathing were analysed. Participants' responses to the approaches used were diverse, emphasising individual learning styles. Considerable changes in their breathing practice as oboists were observed, and in addition it was noted that in several cases their approach to learning became more reflective and self-directed.