This qualitative study documents the importance of the mentor relationship in the training of musicians who wish to pursue a career in music. The thesis explores the diversity, similarities, construction and meaning of the mentoring relationship by interviewing 15 musicians who hold senior teaching positions in tertiary music faculties. The findings show that the relationship is significant for both the mentor and the protege and identifies key functions that relate to both the psycho-social and career development of the protege. The study highlights the need for music teachers to be more aware of the developmental importance of mentor relationships and for music faculties to develop programs that better facilitate such relationships
