Background:Instrumental and vocal music teachers often have long-term, influential relationships with their students (Gaunt, 2011). They not only impart musical knowledge but also shape students’ physical and psychological approaches to music-making (Norton, 2016; 2019). However, teachers often lack access to evidence-based information about biomechanics, psychological processes and musicians’ health. When advising students about performance-related health issues (PRHIs), many teachers rely primarily on their own experience, which typically has not included instruction in health topics. More research is needed to understand how teachers think about their health promotion role and carry it out in their teaching.Aims:This paper will present results from a mixed-methods study investigating perceptions of an international cohort of instrumental and vocal music teachers regarding their health promotion role in the studio, and how they obtain and use health information in their teaching.Methods:Using a pragmatic formative process evaluation framework (Evans et al., 2015), data were collected in a survey of international music teachers and semi-structured interviews with 35 survey participants. Survey items explored teachers’ experience of performance-related health issues (PRHIs); how they exercised oversight of their students' performance health; how they accessed and used health information in their pedagogy; and teachers’ preferences for professional learning resources content and delivery. Quantitative data were subjected to statistical analysis, and a reflexive thematic analysis of qualitative data was undertaken (Braun & Clarke, 2022).Results:Teachers indicated they played an important role in health promotion for students (99%), and this role emerged as a primary theme across the qualitative dataset. Four key sub-themes reveal insights into how teachers perceived and played this role: 1) Personal experience as primary motivator; 2) Cultural credibility; 3) Blurred boundaries; and 4) Musicalizing medicine. Teachers’ motivation to oversee their students’ health was often linked to their own experiences of PRHIs. However, many teachers sought information and treatment options from within the music community, based on its perceived cultural credibility, rather than from healthcare professionals or scientific evidence. Blurred boundaries existed for some teachers between the roles of music instructor and health advisor. Most teachers preferred evidence-based information to be translated into an accessible, “musicalized” form, tailored for their teaching.Conclusions:Personal experience strongly influenced perceptions of these teachers about their health promotion role and provision of health guidance to students. To empower music teachers as health promotion advocates, they need access to musically relevant, evidence-based information to provide reliable health advice to students.