There is a plethora of piano method materials on the market, each equipped with their own distinct philosophy and teaching strategies. A shared feature among these methods is they teach musical concepts by organizing and sequencing them in a certain way. A study conducted by Nelson (2013) revealed that teachers do generally follow the order of concepts introduced in the method, while Archer’s (2025) study, which deals with only teaching technique, showed that piano teachers consider method materials to be less influential when teaching technique to students. Despite the varying results on whether piano teachers follow the order of musical concepts in methods, one aspect that has not been addressed, and may explain the differing outcomes, is teaching experience. Since teaching experience is a lived experience unique to each individual, a qualitative research methodology is best suited for this study (Merriam & Tisdell, 2016). The purpose of this research was to conduct a grounded theory study on how teaching experience influences private piano teachers’ reliance on the sequencing of musical concepts/skills presented in method materials. It also aimed to develop a theory describing the process by which piano teachers follow the sequence, including how strictly they adhere to it and whether they implement supplementary activities or omit certain steps. Through snowball sampling, 30 private piano teachers-15 with less than two years of experience and 15 with more than two years of experience-in the United States and Thailand were interviewed via Zoom. Data will be coded to demonstrate common themes among teachers. The findings can provide guidance to less experienced teachers, who can apply the theory to their own lessons by understanding when to follow, add, or omit steps from the sequence presented in method materials.