Group teaching is rapidly spreading across the world, but little research has been conducted to investigate its impact on students’ musical abilities in comparison to inclusion in group tuition contexts. This article investigates how music teachers from the classical orchestra instrumental tradition discuss group tuition. Three focus group interviews were conducted with participants from one Art and Music School in Sweden. The results show a tension field between progression and inclusion as well as different views on the definition of these concepts. These differing views on teaching quality imply a balancing act for the different agents within the profession.
