Composers (and compositions) within western art music need an intermediary- performer (the interpreter) in order to make the work audibly accessible for the listener. Musical interpretation is starting to become a rather well researched phenomenon from the performing artist’s perspective, but little attention has been given to how such skills are developed and communicated within higher music education.The aim of this study is to describe the learning of interpretation from a teacher and student perspective within the one-to-one context of higher music education. The following research questions were formulated to fulfill this aim:1. How do teachers and students describe and define musical interpretation? (Qualitative interviews with students and teachers.)2. How do teachers and students see and describe their interaction while developing the students’ musical interpretation during lessons? (Video documentation and stimulated recall with students and teachers.)3. What do these descriptions, definitions and the interaction between teacher and student imply with regards to pedagogical, esthetical and philosophical values of higher musical educations?The expected outcome is a description of students’ learning of interpretation within higher music education, which hopefully will be beneficial in the development of one-to-one teaching.