The purpose of this research was to iteratively develop a 10-week novel Jsax curriculum and to examine perceptions in adults with breathing disorders. Adult learners approach music education with unique skills and learning needs that differ from children. Knowles’ andragogical framework (2015) includes five key principles that guide effective adult instruction: self-concept, prior experience, readiness to learn, orientation to learning, and internal motivation. These principles are central to the design of the jSax curriculum, a ten-week program that integrates musical skill-building with enhanced respiratory function. Our research describes the iteration process of refining curriculum and the results of participant interviews (N=6) to examine programmatic perceptions. The curriculum is built on several core components. Breathing exercises form the foundation, with progressive inhalation and exhalation patterns that support lung capacity and endurance, aligning with health-related goals of adult learners. Warmups are introduced to gradually develop embouchure, articulation, and posture, ensuring that participants can safely transition into repertoire. Articulation and tonguing exercises build clarity of sound, while scales, arpeggios, and rhythm studies strengthen technical fluency. Finally, repertoire selections with backing tracks encourage practical application and foster engagement through familiar and motivating music. Critical considerations address challenges that adults may face in learning a wind instrument. Age-related sensory loss is accommodated by using large-print music notation and clear instructional visuals. Oral health factors, such as denture use or weakened facial muscles, are acknowledged in embouchure training, with modifications offered to reduce strain and increase comfort. Breathing activities are adapted for participants with reduced lung capacity or respiratory limitations, emphasizing gradual progression over fixed performance standards. Additionally, opportunities for reflective practice and goal setting are included to honor adult learners’ autonomy and intrinsic motivation. Despite these supports, limitations that remain include that some adults may encounter physical barriers that restrict their ability to sustain tone or execute advanced articulations. Others may experience frustration if progress does not align with prior musical experiences or expectations. The program acknowledges these challenges by prioritizing enjoyment, personal growth, and wellness outcomes over performance perfection. By combining structured formal musical training with health-focused adaptations, the jSax program demonstrates how instrumental study can enrich beginning adult learners’ lives. Rooted in the principles of andragogy, the curriculum fosters skill development, creativity, and respiratory wellness while respecting the realities of adult learning contexts. Data collection (interviews) are currently under-way and will be complete by the time of presentation.