Held’s (2006) Ethics of Care Framework can be applied to music education when considering how teachers work with gifted and talented students. In music, especially in a collaborative ensemble setting, this can mean fostering an environment where students learn to respect and care for each other. In Sina’s (2021) study, Held’s 2006 ideas are applied to suggest that care and attention to gifted students’ vulnerabilities, self-esteem, and identity development are just as crucial as academic achievement with potential to inform and enhance the teaching practices in music education, especially how teachers foster empathy, collaboration, and social well-being in their students, not just musical competence.This presentation examines the views of two teachers discussing how Held’s (2006) Ethics of Care Framework can inform and enrich teaching practice in the context of gifted and talented students in a specialised secondary music school in Australia. In a high-performance setting where students may present as highly capable, mature, or self-directed, teachers can be tempted to step back, assuming these learners can thrive independently. However, this view risks overlooking the complex and uneven development that many gifted students possess as students may demonstrate advanced technical or cognitive skills, yet struggle with emotional expression, creativity, or collaboration. Tasks such as improvisation, ensemble performance, and composition often expose vulnerabilities that require safe, supportive learning environments. Teachers must balance high expectations with empathy and create space for risk-taking and failure, especially for students accustomed to succeeding through precision and structured guidance.The teachers discussion provided experiences of students with low self-confidence despite high achievement, and highlighted the importance of providing explicit instruction, structured support, and relational care. Their conversation highlighted how some gifted students develop learned dependency or perfectionism, achieving success primarily through adult direction and external validation. They also shared that other students underachieve due to a lack of challenge or fear of failure. In both examples, a caring approach by the teacher means recognising the need for social-emotional growth alongside musical and academic excellence.Held’s (2006) Ethics of Care Framework urges music educators to see gifted learners not just through the lens of potential, but as emotionally, socially, and creatively developing adolescents. Supporting gifted secondary school students social skills that foster resilience and promote authentic peer collaboration are essential to helping them thrive within and beyond the music classroom. Behaviour, emotional regulation, and interpersonal skills must be seen as teachable aspects of the curriculum, not incidental traits.