Music performance anxiety (MPA) is one of the most significant challenges to the well-being and career of a musician. Existing research has focused on the experience of MPA: investigating potential causes, symptoms and strategies that musicians use to cope. However, there has been less of a focus on sources of support for MPA management, such as studio teachers. Within the one-to-one teaching setting, the studio teacher is implicitly trusted to prepare the developing musician for a professional career and could have an important role in helping their students deal with this issue. The aim of this thesis is to explore how studio teachers manage their students’ MPA by answering four research questions: 1) How can studio teachers identify MPA in their students? 2) What are the most used strategies implemented by studio teachers to support their students with MPA? 3) What are studio teachers' perceptions of the effectiveness of the MPA strategies that they use? 4) How do studio teachers understand MPA, and what is their approach to its management within the studio teaching setting? Four studies were conducted to address these questions, including a scale development study, a systematic review, a questionnaire study and an interview study. The findings demonstrated that studio teachers are caring and enthusiastic towards MPA management, demonstrating concern for MPA and the impact it can have on their students. Common MPA strategies used by teachers included simulated performance and accepting mistakes. The use of psychological strategies was not as common, suggesting that training is required for teachers to effectively implement these strategies in the studio. When evaluating the self-perceived effectiveness of the strategies used by studio teachers, simulated performance and accepting mistakes appeared as the most valued; however, some ambiguous teaching approaches were identified in regard to playing errors: when lesson behaviours shift to prepare for imminent performances, teachers both emphasise and downplay mistakes, in contrast to their regular teaching behaviours that are focused on eliminating mistakes. This thesis has uncovered a nascent state of research on teaching strategies to assist students with MPA, arguing that the behaviour of teachers regarding mistake management and the training of studio teachers are further investigated; thus, providing lines for further inquiry to empower studio teachers to tackle this important issue for musicians.