Background. Participation in music has been associated with several health benefits. However, a small body of literature suggests that music teachers do not experience these health benefits and are prone to health issues and injuries. The purpose of this study was to understand the physical and mental health and well-being of self-employed music teachers. This study expands on the work of Gross & Musgrave (2020), who explored the work and well-being of professional musicians in the United Kingdom. Results of this study indicate that participants suffered from mental health challenges due to the fear of being publicly judged. The overarching question that informed this study was, What is the nature of self-employed music educators’ health and well-being? Theoretical Frameworks. 3 frameworks were combined for this research. Elder’s Life Course Perspective (to understand the intersection of historical events, structural and social change, human agency, and social interconnectedness) Seligman’s (2011) PERMA theory of well-being (to explore emotion, engagement, meaning, personal accomplishment, and positive relationships) and Orem’s theory of self-care which articulates self-care as, self-awareness, self-care advocacy, and actions taken to maintain self-care under specific conditions. Together, these frameworks were used to understand participants' physical and mental health. Methodology. A constructivist grounded theory qualitative design was chosen for this research to expand our limited knowledge about self-employed music educators' work in Canada. Participants for this study were music, drama, dance, and visual arts teachers working in forms of self-employment. However, the focus of this paper is on self-employed music educators. Participants were recruited through conservatories and private studios. 9 self-employed music educators participated in this study. Results. Participants were found to experience a high degree of financial anxiety due to the Fact that they could not count on a stable income from month to month. Many participants also suffered from injuries as a result of playing their instruments. However, Participants had positive relationships with their students and described a high degree of meaning and personal accomplishment to their pedagogical practices, which contributed well-being. Participants' personal musical engagement was connected to self-care and well-being that helped them to sustain energy and positive emotions even in time of stress. Conclusions. Music educators need more instruction on how to prevent injuries and manage stress to sustain their physical and mental health. Workshops and courses on these aspects could be offered through universities and professional associations. Musicians could also be taught about financial management strategies in order to mitigate anxiety surrounding their incomes.