Music performance anxiety (MPA) is a severe issue that affects higher education (HE) music students' performance quality, mental health, and career development. Current MPA research predominantly focuses on therapeutic interventions, but less attention is given to the impact of pedagogical practice. Little to no research adopts a broader policy perspective on this issue. Therefore, this study aims to identify pedagogical factors that shape students’ MPA experiences and interpret these in light of current HE policies. This research is conducted under the critical realism research paradigm and adopts a qualitative research approach. Bronfenbrenner’s ecological systems theory serves as the theoretical framework. Semi-structured interviews are being conducted with six HE vocal tutors and each tutor’s two students. Interpretive phenomenological analysis is being used for data analysis. Since this study is still in progress, there are no final results yet. However, preliminary findings suggest that certain teaching practices may exacerbate students’ MPA, such as frequent interruptions during singing in class and tutors’ anxiety spillover. Conversely, some techniques, such as the “square breathing technique” and “psychological sigh”, have been identified as helpful in alleviating MPA. This study is expected to be completed in early 2026, and further details of the findings will be presented at the conference.The anticipated outcomes include themes related to pedagogical factors that exacerbate or ameliorate MPA in HE vocal contexts. In addition, policy-related factors within higher education institutions that may influence tutors’ pedagogical choices and MPA are expected to emerge.This research contributes to a deeper understanding of the role of pedagogy in shaping students’ MPA experiences, highlights critical pedagogical and policy issues, and reveals the intricate interplay between MPA, teaching and learning practices, and institutional policies. Ultimately, the findings aim to inform strategies for fostering a more supportive teaching and learning environment, enabling more students to manage and alleviate their MPA effectively.