Tertiary music students face a variety of challenges in their musical journeys. It is therefore promising that studies have begun to explore the potential of performance psychology interventions to help music students. However, less attention has been given to how such interventions should be designed and delivered for maximum efficacy. This study aimed to address this gap by exploring tertiary music students’ needs, preferences, and attitudes regarding performance psychology. Through semi-structured interviews and questionnaires, 11 students shared their experiences of the psychological aspects of being a music student as well as their attitudes toward interventions. Analysis revealed that students currently gained most of their knowledge of performance psychology through experience and personal research. They discussed a range of factors that helped them, as well as personal and environmental factors that created challenges. Participants wanted sessions that were practical, individually tailored, and held in a safe space. Regarding consultants, students placed high importance on personal characteristics and musical background. Time constraints and stigma were the two main barriers that the participants believed may prevent them from benefiting from an intervention. Recommendations for future intervention studies are made based on current and existing findings.
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