In this article, a qualitative, collaborative study on two students' preparation of public performances of guitar duos is presented. A cultural-psychological perspective was used, and data were collected in natural settings. Participants' processes of finding interpretations are characterized by complex strategies, based on individual familiarity with conventions of expressions. Participants negotiate with each other, the composer and the tradition. Individually diverging initial strategies are identified. Mainly tradition-based learning is related to preferences for playing continuously in order to grasp the main character of the music, and solving problems when these turn up. Mainly `western' learning is related to preferences for reading the printed score to get an overview of musical structure and character, and solving technical problems before starting to play continuously. From a long-term perspective, awareness of individually diverging preferences helps participants develop their own strategies, recognize pupils' strategies and preferences, and adapt their teaching to these.
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