Music Performance Anxiety (MPA) is commonly defined as a feeling of apprehension that compromises performing abilities in public(1). In higher education, music students’ formative experiences are shaped by a complex interplay of inter- and intra-individual factors—such as personality, resilience, motivation, and self-awareness—that influence not only performance quality but also students’ overall learning experience (2,3). Although MPA has been widely studied in higher education music settings (4), there is a growing need for research that examines how these factors interact to inform pedagogical approaches capable of supporting students’ psychological well-being and artistic development (5,6).Pedagogically, these perspectives highlight the importance of developing responsive strategies that account for diversity, support those most vulnerable to performance anxiety, and create more inclusive and supportive learning contexts (7,8,). In this context, the present study investigates psychosocial factors influencing Brazilian higher education music students, focusing on how individual and contextual variables, together with levels of MPA, interact to shape their formative experiences. Using a quantitative, cross-sectional, and correlational design, the research included 123 undergraduate instrumental and vocal performance students at a Brazilian university (83% response rate). Data were collected during final performance examinations using three tools: (1) a sociodemographic questionnaire, (2) the Big Five Inventory (BFI) to assess personality traits (9), and (3) the Kenny Music Performance Anxiety Inventory (K-MPAI) to measure MPA levels (10). Statistical analyses included descriptive statistics, Pearson correlations, t-tests, chi-square tests, and Fisher’s exact test.Findings indicate a high prevalence of MPA, with 36.6% of students presenting high levels, 46.3% moderate, and 17.1% low levels of anxiety. Neuroticism shows a significant positive correlation with MPA (r=0.58, p<.001), while extraversion correlates negatively among male students (r=-0.25, p =.019). Among female students, both neuroticism (r=0.50, p =.002) and openness (r=0.34, p=.040) are positively associated with MPA. Gender differences are also significant, with women reporting higher anxiety scores than men (p=.023). No significant associations are found between MPA levels and year of study or instrumental proficiency.Overall, results confirm that MPA is a prevalent issue among Brazilian music students and is closely linked to personality traits. In particular, the prominence of neuroticism as a predictor underscores the importance of integrating psychological support into higher music education curricula. These findings highlight the need for pedagogical strategies and preventive interventions that address both the emotional and educational challenges of music students, fostering healthier learning environments and improved performance outcomes.