Studio teachers are typically highly skilled musicians but often lack formal training in teaching (Gaunt, 2009; Parkes, 2009/2010). However, some studio teachers do reach very high levels of expertise, likely due to their experience over time, their personal dispositions, and informal or unstructured pedagogical learning (Parkes et al. 2015; Daniel & Parkes, 2019). Because training is so limited in this environment, understanding the teaching of experts is essential for identifying best practices (Blackwell et al. 2020). Researchers have identified expert teachers and documented their teaching in previous research (e.g., Blackwell, 2020a, 2022; Duke & Simmons, 2006; Parkes & Wexler, 2012), but this work is focused on brief observations of teachers; there are presently no known longitudinal studies that provide an in-depth picture of expert teachers’ work over time. AimsThe purpose of this study was to document trends in the teaching behaviors of an expert applied studio teacher as their students progressed over multiple years of instruction. MethodsThe participants were one expert violin teacher and two of her students. We analyzed a total of 24 videos, taken from a six-year period in which all the students’ lessons were video recorded, analyzing lessons approximately every six months to allow sufficient time to document meaningful changes in teaching and learning. We selected this teacher because she is well-known for developing student musicians from a young age through graduate-level study and because the students studied with this teacher for a prolonged period. We modeled our procedures on Blackwell’s (2020b) study examining expert teachers with multiple levels of learners, reviewing each video to identify trends in the development of specific teaching behaviors over the six-year period. The lesson videos were coded for the presence of teacher and student behaviors identified as relevant to studio teaching expertise in previous research (Duke & Simmons, 2006; Duke & Chapman, 2011; Parkes & Wexler, 2012; Blackwell, 2020b). The teacher strategies included questioning, discussion, feedback, modeling, and side coaching activities. We also coded student performance, various types of student talk, and student questions. Results Data analysis is ongoing and in near completion. Preliminary results suggest that teacher behavior changes as students become more advanced, including changes in scaffolding, feedback, and musical independence for students. We believe that this paper represents an important contribution to the study of expertise in studio music teaching, providing insights on how experts adapt their teaching as their students become more advanced.