The purpose of the present study was to learn about the characteristics of independent music teachers, their beliefs about music teaching, and their studio practices. A self-report survey included questions about the teachers' (a) background experiences, (b) pedagogical approaches, (c) use of digital technologies, and (d) professional development practices. Of the 1468 teachers responding to the survey, most predictably reported that a central activity was the study of repertoire from notated music. However, many of the teachers also reported teaching additional music components, such as playing by ear, composing, and improvising. Teachers described how parents supported their children's music learning, and claimed that the greatest challenge for teachers was motivating students to practise. The responses to the use of digital technologies were widely varied. These teachers responding to the survey regularly availed themselves of professional development opportunities to advance both their musical knowledge and pedagogical practices.