Music teaching is a type of education with specific features, where the teacher-musician holds a large part of the knowledge. Most often, the student practices alone. This kind of prescriptive teaching requires significant autonomy from the student and the development of self-regulatory skills. Because of this apparent contradiction between autonomy development and teaching methods, this study interviewed twenty music teachers, to analyze and compare their representations of autonomy and the strategies used to develop these skills in their students. This exploratory data analysis is supported by Étienne Bourgeois’ model of subjectivation (2018) and uses Robert J. Marzano and John S. Kendall’s taxonomy (2007). Results show that teachers define autonomy development as a key element of music teaching, but struggle to pinpoint the pedagogical strategies for developing it. This leads us to propose some directions for further research and some benchmark elements for training music teachers.