In the research focused on studio-based instrumental and vocal learning there is a good deal of evidence indicating that the interpersonal relationship between teacher and student can have an important effect on the success of their work together. There are occasional references in the research literature to studio apprenticeships that have proved ineffective, but the evidence for this tends to remain indirect or anecdotal in nature. This article takes advantage of an opportunity presented within a broader project to explore the nested case study of a student who, exceptionally, reports that her teacher’s approach is not appropriate for her at her current stage of development. The implied dissonance within the studio is explored through the "rich transcription" of interview and video evidence, highlighting issues of authority, trust and communication.