In Sri Lanka, Western music teachers have long-standing challenges in instrumental and vocal performance skills and in music creativity. This concern was first raised in 1999 by the Japan International Cooperation Agency (JICA) during its volunteer support for Western music teacher education. Maharagama National College of Education (Maharagama NCoE) in Sri Lanka is a unique government institution that prepares Western music trainees. From 2002 to March 2025, the Western music pre-service course benefited from JICA to enhance trainees' performance skills. Despite the direct international guidance, inadequate performance skills remain evident even among Western music trainees, as highlighted in JICA reports. To explore sustainable solutions for performance skills of future Western music teachers, this ongoing study laid the foundation by analysing JICA reports (2002-2023) and conducting semi-structured interviews with JICA volunteers, Western music course officials, and graduates. Document analysis revealed that Sri Lankan Western music education is largely theory-oriented, and Western music trainees show limited ability to apply knowledge in practice. Interviews with both JICA volunteers and course officials consistently highlighted admission concerns, noting that Maharagama NCoE admits candidates with low educational qualifications. They further stated that the heavy academic schedule at Maharagama NCoE and the workload of Western music trainees are overwhelming, reducing their motivation to practice music. Additionally, the graduates indicate that practical lessons were delivered inconsistently throughout their training. These issues demonstrate major shortcomings in Sri Lanka’s Western music teacher training. With attention to Maharagama NCoE administrators, course lecturers, and trainees' perspectives, this study aims to explore how Maharagama NCoE supports Western music trainees' active learning in the development of their performance skills. This includes the types of pedagogical assistance provided by the lectures, as well as the overall institutional support offered to facilitate Western music trainees' acquisition of performance skills. The study will conduct semi-structured interviews with administrators, course lecturers, and 20 Western music trainees across the second year and internship levels. Additionally, insights from the National Survey of Student Engagement (NSSE) will be used to develop the interview guide. Examining the triangular perspectives provides a comprehensive foundation for this broader study to clarify institutional strengths and weaknesses in supporting the development of performance skills, as well as Western music trainee satisfaction with their training. As the first study of its kind in Sri Lanka, the findings inform actionable recommendations to strengthen institutional support and address trainees' needs in developing performance skills.