Teachers follow a motivational style based on their own beliefs about motivation affected by environmental events. External events such as rules and traditions often affect orientation towards controlling; however, it is not known if events such as training and employment affect the extent to which music teachers try to control a student's behavior. The aim of the current study is to investigate associations between the motivational styles of instrumental music teachers, their training, and the type of employment they possess. A survey was conducted with 358 instrumental music teachers. Participants accessed an online questionnaire to provide information about their motivational style and to answer questions about their training and employment. Trained musicians recorded higher scores in the controlling factor than trained music educators. Similarly, teachers who worked in public music schools recorded higher scores in the controlling factor than the ones who worked in private music schools. Our study suggests that motivational literature should be part of the higher education curriculum, since it could help to improve behaviors that support autonomy in instrumental music lessons. The study also recommends making changes to the lifelong job positions that are acquired through public tenders in order to prevent teachers from disregarding the perspective of their students.