Self-regulated learning (SRL) is a crucial component of effective music learning, enabling students to set goals, monitor progress, and reflect on outcomes (Zimmerman, 2000; Zimmerman & Moylan, 2009). While student perspectives on SRL have been widely studied, less is known about how teachers intentionally foster SRL in higher music education. This study addresses that gap by investigating piano teachers’ perspectives and practices that support students’ regulation of learning.Drawing on Zimmerman and Moylan’s (2009) three-phase model—forethought (planning and goal setting), performance (strategy use and monitoring), and self-reflection (evaluation and adaptation)—this project explores how teachers cultivate SRL in their students. Semi-structured interviews are being conducted with university piano teachers using a protocol designed to capture pedagogical practices across these phases. Questions focus on how teachers encourage goal-setting, develop structured practice plans, promote motivational and metacognitive support, and foster reflective learning behaviours. In addition, the study examines how teachers address challenges such as sustaining motivation, managing performance anxiety, and navigating cultural diversity in student learning.Previous research has shown that while students often demonstrate strengths in goal-setting and reflection, their performance-phase regulation is less developed unless explicitly taught (Hatfield et al., 2017; Varela et al., 2014; McPherson et al., 2017). Recent work also suggests that tertiary music students’ success depends on developing a wide repertoire of practice strategies, including imagery and non-play techniques, which teachers can help scaffold (Suzuki & Mitchell, 2021). By centring teachers’ voices, this study seeks to provide practical insights into how educators may better support students in becoming autonomous, reflective, and adaptive learners.Although analysis is ongoing, the project is expected to contribute to broader discussions about the teacher’s role in scaffolding autonomy and supporting culturally responsive pedagogy in international higher education contexts.