This paper analyses the perceptions of 20 students in a conservatoire in the UK about one-to-one tuition, and forms part of research also investigating the perceptions of the students' teachers. Findings suggested that these students had significantly different experiences of one-to-one tuition in terms of frequency and length of lessons. Nevertheless all were enthusiastic about their relationship with their current teacher(s), and the individual attention which one-to-one tuition offered. Tension emerged between trust in a single teacher and ways in which having several teachers encouraged students to become more responsible for their own learning. Furthermore, the dynamics of power in this relationship, though rarely discussed, seemed to have considerable impact on the students, at times hampering their development. Those who had experienced difficulties in the past with teachers also expressed anxiety about personal and professional repercussions. Although students had clear aspirations, for example to be professional performers, these were not usually translating into focused strategic efforts to develop work. This was surprising particularly as their teachers were themselves usually active in the music profession. It was clear that the development of planning and reflective strategies relating to either learning processes or career development were rarely prioritized. (Contains 7 tables and 3 figures.)