What do music performance teachers consider that they should teach in their classes?

Piano teachers' conceptions about the selection of learning outcomes in teaching musical scores were investigated according to two variables: level being taught and years of teaching experience Forty-five teachers from Elementary and Intermediate degree took part in the study, Data was gathered through open-response questionnaires, and/or analysed by means of lexicometry and categorical analysis. The results showed that the <<Integrated conception between aims and means>> proposed in the current curriculum (LOGSE, 1990) has not been adopted generally by teachers since most reported <<Conceptions focused on means>>. These findings indicate that teaching and learning music performance is still conceived from direct and interpretative theories, while teachers who adopt constructive positions are a minority (Torrado and Pozo, 2006). Theoretical and educational implications are discussed.