The thesis explores common practices, expertise, values, attitudes and motivation to teach amongst piano teachers. The findings are based on the Piano Survey 2010 which gathered responses from 595 piano teachers across the UK. The research is first placed in context by tracing the history of piano teaching from the Victorian period to the present day. The findings of the survey start by presenting demographic information about teachers followed by an in-depth exposition of pupil numbers, the standard of pupils, lesson elements and performance opportunities. The research was particularly concerned with establishing more understanding about teaching beginners and one chapter focusses on early lessons and tutor books. How respondents ensured progression for their piano pupils was discussed in the next chapter. The last areas to be reported on covered teachers and their motivation. First their motivation for becoming a piano teacher was outlined, followed by what were found to be the rewarding and less rewarding features of teaching. Finally, how the piano teachers developed their piano teaching skills was explored and teachers’ attitudes to professional development and membership presented. During the discussion the Victorian inheritance of piano teaching was placed in context and the lack of development since that period highlighted. The conclusion argued that piano teaching principles need to be developed by the profession and a set of widely accepted teaching standards adopted for progress to be made.