The increasing integration of digital media into education has profoundly influenced music teaching and learning. Yet, compared to general education, there is still a lack of systematic knowledge about the digital competences of instrumental and vocal teachers and their students in music schools (Gisbert Caudeli et al., 2023; Lugitsch, 2021; Müller, 2022). At the same time, today’s generation of learners is deeply embedded in digital culture, bringing changing expectations toward teaching and learning (Ahlers & Godau, 2019). To address this gap, we developed a questionnaire to explore the digital competences of teachers and students and conducted interviews on their attitudes toward digitization and digital tools.The questionnaire and interviews address four areas: (a) digitization in music schools, (b) mutual perceptions of digital competences, (c) self-efficacy in the use of digital media and tools, and (d) future challenges and perspectives. Capturing these aspects simultaneously provides a comprehensive picture of how both groups perceive their own and each other’s digital readiness and the potential of digital resources in instrumental and vocal learning.The theoretical foundation builds on concepts of digital literacy, self-efficacy (Bandura, 1997; Eusterbrock, 2023), and the transformative role of digitalization in music pedagogy (Kramer, 2023). Following frameworks such as DigCompEdu (Redecker & Punie, 2017) and TPACK (Mishra & Koehler, 2006), digital competences are seen as an integrated set of technical, pedagogical, and reflective skills. This understanding goes beyond tool knowledge to include confidence, motivation, and attitudes toward technology (Davis, 1989; Venkatesh et al., 2003). In music education, recent studies (e.g., Bauer, 2013; Mateos-Moreno & Bravo-Fuentes, 2023; Cheng, 2024) highlight both gaps and opportunities in developing and applying such competences. The project thus investigates not only technical but also pedagogical, motivational, and attitudinal dimensions of digitalization, contributing to a nuanced understanding of its opportunities and challenges in music schools.At ISME 2026, we will present first findings from the survey and interviews, focusing on (1) students’ expectations regarding teachers’ digital competences, (2) self-assessments of both groups, and (3) opinions on the role of digital tools in instrumental and vocal education, for example in supporting practice, lesson preparation, or teacher-student communication. We will also reflect on implications for professional development, curriculum design, and policy-making. By centering the perspectives of both teachers and learners, the study fosters dialogue on how digitalization can be meaningfully and sustainably integrated into music education locally and internationally.