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This paper presents the results of a study (Johnstone, 2016) which investigated the nature of professional collaboration between the visiting instrumental teacher and the primary school class teacher in the Wider Opportunities instrumental programme. The potential for exchanging knowledge appears to be significant when the visiting instrumental teacher is regarded as an expert in music and the class teacher as an expert in pedagogy. The analysis was influenced by underpinning theoretical perspectives based on professional collaboration (Whittington, 2003b; Hartas, 2004; Evans, 2011) and showed impoverished collaboration, even though some teachers wished for closer involvement. The unique nature of the study and its findings highlighted critical issues related to the necessity for discussions and sharing expertise between teachers, and the need for clearer communication between the local music education hub and the schools.
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