The quality of teaching is of vital concern to institutions of higher music education, and in particular the teaching of the student's principal instrument. This chapter addresses the following question: Can student evaluation of individual instrumental teaching actually be counterproductive? Research on higher music education confirms that a close and personal relationship normally develops between instrumental teachers and their students. Instrumental teaching is often described as learning by apprenticeship. The chapter illustrates a case study to address student evaluation of instrumental teaching. The study revealed that many students find it difficult to be honest in their evaluations and identified three main potential difficulties: fear of hurting a teacher's feelings; fear of reprisals; and conflicting role expectations. The chapter highlights the problems associated with student evaluation in the particular educational context. This must not be interpreted as a total rejection of the whole idea of using student evaluation to improve instrumental teaching.