Research in music education and psychology highlights the central role of the teacher-student relationship in one-to-one instrumental and vocal tuition. Yet the term, relationship, is rarely defined. This leaves the phenomenon under-conceptualised, limiting both evaluation and application. The lack of clarity constrains our ability to fully understand how the relationship shapes one-to-one teaching and learning, and how it effects the two people at its centre - teacher and student. In contrast, work in sport psychology offers a mature framework for relational dynamics in the form of the 3+1Cs model of relationship quality (closeness, commitment, complementarity, co-orientation). Several decades of research working with this model demonstrates how high-quality coach-athlete relationships are linked with enhanced performance, wellbeing, and ultimately flourishing. This study begins to translate this work to music education. It proposes a theory-informed conceptualisation of the one-to-one teacher-student relationship grounded in the views of both teachers and students.Preliminary findings will be presented highlighting the thoughts, feelings, behaviours, and contextual factors that define high-quality relationships in the one-to-one studio. The findings also point to how this relationship functions as a foundational mechanism for both effective development and healthy wellbeing. A qualitative, participatory design was used, with separate focus groups for teachers and for students aged 16+. Creative and reflective activities facilitated dialogue around roles, expectations, and experiences of one-to-one teaching and learning. Data was collected in two iterative rounds, with insights from the first shaping the second. The conceptual frame draws on the 3+1Cs model of relationship quality and abductive thematic analysis applied. Reframing the one-to-one studio as a relational space clarifies how performance and wellbeing can be jointly supported. This may lead to developing more unified environments where teacher and student flourish. Implications include targeted student support, teacher education and institutional policies that promote high-quality relationships.