Music education research increasingly recognizes the need for holistic approaches to student development beyond technical mastery (Hallam, 2010; Salvador, 2019). While technical focus remains common in instrumental teaching, evidence demonstrates that integrating technical, artistic, performance, and socio-emotional domains leads to more equitable and successful educational outcomes (Evans & McPherson, 2017; Creech & Hallam, 2011). The TAPS framework (Technical capacity, Artistic development, Performance skills, and Support systems) offers a research-informed approach to this integration, fostering psychological safety essential for musical growth (Edmondson & Lei, 2014; Hendricks et al., 2014).This workshop introduces the evidence-based TAPS framework for holistic student assessment and development, providing music educators with practical tools to identify strengths and growth areas across four interdependent domains of musicianship in culturally responsive ways.Through guided activities and diverse case studies, participants will apply the TAPS framework to identify student profiles, design balanced development plans, and implement targeted interventions across all four domains. This approach draws on research in talent development, deliberate practice, musical identity formation, and social support in music education (Evans & McPherson, 2017; Colombo & Antonietti, 2017).Participants will gain practical tools for: (1) assessing student profiles across the four TAPS domains; (2) creating individualized development plans that leverage strengths to address challenges; (3) designing activities that intentionally integrate multiple domains; (4) fostering student autonomy through metacognitive awareness (Colombo & Antonietti, 2017); and (5) engaging support networks effectively in the learning process across diverse cultural contexts.The TAPS framework provides a practical structure for implementing research-based, holistic approaches to music education globally. By attending to all four domains, educators can foster more balanced development, increase student engagement and autonomy, and create equitable learning experiences that build transferable skills. This approach particularly benefits students who may excel in non-technical domains but struggle with traditional assessment focused primarily on technical achievement, thus promoting greater inclusivity in music education (Salvador, 2019).