In recent years researchers have contributed a great deal to our shared understanding of the complexities of studio practices, which are widely regarded as a centre-point of higher education music. This article investigates an aspect of studio learning that does not lend itself easily to scrutiny, by drawing common issues from the cases of two students who, exceptionally, reported dissatisfaction with the approaches taken by their current teachers. These issues, loosely grouped under the metaphor of dissonance, are explored through interview and observation evidence, in terms of the balance of activity within lessons, turn taking, and encouragement. The study gives rise to questions that might be applied, arguably, in any studio setting.