Music performance anxiety (MPA) is a complex, cross-cultural experience that is regularly experienced by university music students (Sims & Ryan, 2024; Tahirbegi, 2022). Many factors contribute to MPA experiences including comorbid diagnoses of depression (Lupiáñez et al., 2022), generalized anxiety (Wiedemann et al., 2022), concern with others’ perceptions (Hamann & Sobaje, 1983), and fear of negative evaluations (Lupiáñez et al., 2022; Kenny et al., 2013). Specific musical elements like solo or ensemble performance (Papageorgi et al., 2013) and performance experience (Barros et al., 2024) may also contribute to experiences of MPA. MPA may also be more severe in environments with high evaluative pressure and ego investment (Kenny, 2010). Conducting courses are required within music teacher preparation curricula. Scholars have examined the content of conducting courses extensively and frequently identified challenges for music students include error detection, hand independence, and difficulty demonstrating conducting skills in front of instructors and peers (Silvey, 2011; Regier et al., 2020, 2022). Limited time independently practicing (Regier et al., 2020, 2022) outside of classes that typically meet two to three times per week for two semesters (Hart, 2019) suggest insufficient time to master complex conducting techniques. Taken together, conducting courses may present a high potential for anxiety due to highly evaluative situations by faculty and peers, solo performance, repertoire difficulty, and limited conducting experience. Indeed, researchers examining undergraduate students’ conducting anxiety in introductory conducting classes found that level of concern with others’ perceptions and perceived repertoire difficulty best predicted participants’ conducting anxiety scores (Authors, 2025). Other significant correlations included depression, self-compassion, and self-efficacy for conducting. Given the prevalence of MPA in university music students, characteristics of conducting curricula, and previous conducting anxiety findings, we chose to examine advanced conducting students’ experiences of conducting performance anxiety and how their conducting anxiety associated with psychological (e.g., depression, general anxiety) and music specific beliefs and behaviors. We adopted a three strand sequential-explanatory mixed methods design (Patton, 2015) and will present findings from the quantitative results of the first strand. Data will be gathered using an updated version of the questionnaire used previously by Authors (2025) with distribution occurring in November 2025. Multiple regression and correlation analyses examining the predictability and relationship of music specific, demographic, and psychological variables will be reported. Results from this study will provide insight into advanced conducting students’ anxiety experiences and associated variables. Implications for conducting students and teachers will be discussed.