Recent research on music teaching and the curricula proposed in different countries increasingly insists on moving towards teaching centered on managing students’ mental processes according to the constructivist approach. However, studies on conceptions and practices of teaching–learning show that these still largely focus on transmitting the musical and technical knowledge needed to produce the correct sound. Our main aim was to study the conceptions of teaching–learning held by 53 string teachers at elementary levels, and to test how they are affected by the variable teaching experience (in three groups: [a] less than 7 years; [b] 7–14 years; and [c] more than 14 years). We also wanted to determine whether these conceptions give rise to consistent profiles in three pedagogical dimensions: teaching, learning, and evaluation. We collected data by means of a multiple-choice questionnaire, and applied cluster analysis, correlations, analysis of variance (ANOVA), and post hoc tests. Agreeing with prior research, we found three distinct profiles in the answers to the questionnaire: direct, interpretative, and constructive. Teachers’ beliefs were more constructive regarding teaching and evaluation than regarding learning, although younger teachers held more complex positions regarding teaching and learning music, in contrast to much research on teaching-expertise.