The purpose of this study was to investigate effects of attachment security priming (ASP) on music performance anxiety (MPA) in college music majors. Although numerous interventions exist to address MPA, available interventions offer varying degrees of efficacy and most music educators lack necessary training and certification to implement the most highly effective interventions (Fernholz et al., 2019). ASP is a well-researched socio-emotional intervention developed from attachment theory to augment or establish secure attachment by activating emotions of safety, security, and acceptance (Rowe et al., 2020). Previous researchers have established the efficacy of ASP for distresses supporting MPA identification (Kenny, 2023), including social anxiety (Zhang et al., 2022), generalized anxiety (Li et al., 2024), depression (Carnelley et al., 2018), trauma (Karl et al., 2021), and faulty attachment (Gillath et al., 2008). The technique of ASP is low-cost and easy to administer as a classroom intervention. Therefore, there was a need to test ASP to discover whether the technique can reduce MPA.I employed a quantitative pre-test post-test control group design for this study. I emailed study objectives and procedures to department chairs and professors across the United States with whom I have a professional connection. Colleagues forwarded my email to potential study participants within their departments or schools of music. Students replied directly to my email expressing interest in study participation. Resulting participants represented 14 schools from eight states scattered across the four primary U.S. regions. Participants were pursuing 12 different music degrees and identified 14 different primary instruments.Beginning November 16, 2025, participants will establish individual baseline levels of MPA by completing the Kenny Music Performance Anxiety Inventory (K-MPAI) as a pretest measure. On November 24, I will begin texting participants three single words thrice daily for two weeks. Examples of experimental words are “accepted”, “supported”, “encouraged”. Examples of control words are “chair”, “table, “lamp”. I will email the K-MPAI as a posttest measure on December 5 for participants to complete immediately following their jury presentation, prior to receiving grades or comments from their jury panel. Statistical analysis will include looking for statistical significance between pre and post-test overall measurements of MPA as well as measurements within all K-MPAI sub-categories identifying social and other anxieties, depression, or trauma experiences. I will publish this study in the spring of 2026. Depending on study results, music educators can implement ASP within music learning environments to ameliorate MPA for themselves and their students.