The aim of this in-progress exploratory qualitative interview study was to probe applied studio teachers’ understandings, and use of, both reflection and assessment in applied studio teaching. The theoretical background rests on Torrance (2007) and Lebler (2008; 2013) where assessment can be seen as learning. The concept of reflection is seated in the works of van Manen (1977) and Schön (1987, 1992). Researchers (e.g., Author, 2010; Carey et al., 2017, 2018; and Author & Related author, 2024) report promising outcomes when applied studio teachers use reflection in their instruction. In this study, in-depth insights from applied studio teachers’ experiences, attitudes, and perceptions about reflection and assessment may inform the profession of applied studio teaching in higher education.The research questions guiding this study were as follows: (a) How do instrumental applied studio faculty perceive reflection as a tool in applied studio teaching? (b) How do instrumental applied studio faculty perceive assessment as a tool in applied studio teaching? (c) How do instrumental applied studio faculty engage with either reflection or assessment, or both, in their teaching? (d) How might reflection be used as assessment? The method for this study initially employed convenience sampling, which expanded to snowball sampling as interest in the study widened to the network of applied studio teachers in several colleges of music.The researcher’s positionality (Caucasian, immigrant, female) includes a background in applied studio teaching and high levels of experience as a researcher therefore falls in the insider-outsider category. To mediate bias, the researcher asked participants to member-check transcripts and will ask (after final analyses are completed) to review the findings. Participants (currently n = 8) completed a 1-hour interview with the researcher and as further snowball sampling occurs, it is anticipated that saturation of data will occur with 12 participants. Interview data will be transcribed and organized into formats suitable for analysis. Planned analyses will include multiple readings of transcripts and then inductive coding by assigning labels to salient segments of text that represent any recurring ideas, concepts, or topics. This includes process coding (identification of actions or behaviors) and value coding (identification of beliefs or values shared by participants).Expected results of the analyses might reveal perceptions about, and use of, reflection and assessment in the applied studio teaching. The implications of these findings may inform the profession and provide recommendations for improved teaching and learning, along with the professional development applied studio teachers.