The role of music educators, including one-to-one studio teachers, in addressing music performance anxiety (MPA) among students is gaining increasing attention. While research has explored various strategies for managing MPA, the perspectives of studio teachers regarding their own education and training in this area remain understudied. This study explores studio teachers' perspectives and experiences on their readiness to support their students with MPA, with a particular focus on their education and training needs. To address this aim, semi-structured interviews with 13 studio teachers were analyzed using thematic analysis. The teachers were asked about lesson elements that support MPA, MPA discussions in the teaching studio, and training related to MPA. The findings revealed three key themes related to teacher readiness to support MPA: 1) gaps in knowledge and training; 2) a lack of formal education in MPA management; and 3) a translational gap between research and practice. Many teachers expressed feeling underprepared to address MPA with their students, despite acknowledging its significance for students. This study highlights the need for targeted professional development opportunities that address the identified gaps in knowledge and training, bridging the divide between research and practice. Additionally, it underscores the importance of incorporating comprehensive MPA management education into tertiary music programs. By addressing these gaps, music institutions can cultivate a supportive environment that nurtures the well-being and performance of musicians, while ensuring that future generations of teachers are well-equipped to support their students in managing MPA.