The purpose of the present study was to examine collegiate band, choir, and orchestra members' preferred teacher interpersonal behaviors. The sample (N = 705) was composed of band, choir, and orchestra members at six universities. Participants completed the Teacher Interaction Preference Questionnaire (TIPQ). Descriptive results showed that all sub-groups most preferred the dominant-cooperative (DC) behaviors, followed by submissive-cooperative (SC) behaviors, and least preferred the dominant-oppositional (DO) behaviors. Three one-way, between-subjects ANOVAs were used with ensemble type (band, choir, and orchestra) as the independent variable and the TIPQ category (DC, SC, DO) as the dependent variable. A main effect was found for ensemble on the TIPQ-SC category with band and choir participants having a significantly higher preference for submissive-cooperative teacher interactions than orchestra participants. These findings indicate that the use of a formative assessment tool could be valuable to the music teacher in gauging preferences and effectiveness in the music classroom.