Based on a survey among students in music performance of the Université de Montréal’s Faculty of Music, this article discusses the complexity of the passage between learning and professional worlds for young performers. The absence of institutional links between training and professionalization as well as the heterogeneity of access to the working world create, for young musicians, uncertainty and unpredictability about professional integration. However, the analysis of the collected data reveals that the missing institutional link is replaced by an individual link. We can then identify the role that the teacher plays in building a virtual and an effective link for young performers in the professionalization process. Because the teacher positions his/herself not only as a master in which a reference model is exerted, but also as the “ferryman” between learning and professional worlds. The teacher’s reputation and his/her endeavours to promote the stage experiences of his/her students have a significant impact on their conditions of professionalization. In this context, the actions of Yuli Turovsky, a professor at the Université de Montréal’s Faculty of Music, soloist and conductor, are significant. Based on the stability of recognized models (chamber orchestra and stylistic school of performance), he creates pathways to the working world for his students. The model then acts as a relevant tool for professional integration and partially prevents the uncertainty associated with the success of an artistic career.