Conservatoires have long adopted the master-apprentice teaching model to vocationally prepare students for linear-careers. Although currently undergoing reconsideration in Australia, the ethos of one-to-one teaching remains strong and is deemed highly valued by music students, teachers and musicians alike. As is common for institutions of artistic excellence Australian conservatoires, as do those worldwide, generally have a smaller cohort of students. Thus, a lower student-toteacher ratio than other parent university sectors is common. As such, Bachelor of Music (BMus) students are educated in an intimate environment supported by a flexible personalized curriculum within broader educational criteria and learning outcomes. The primary focus for these performance students is their “major study” i.e., main vocational purpose. Thus, core and elective literature subjects tend to suffer comparatively lower prioritization. Adopting highly engaging, thought-provoking education catering for the diversity of vocational expectations and education motivations becomes exponentially challenging in large classes that exist as a minority within the Bachelor of Music program of study. This chapter will explore the reflections of one conservatorium lecturer conducting large class teaching of a first-year vocational preparation course. An investigation of the lecturing and course transformation over a 4-year period using peer-guidance will parallel an auto-ethnographical account of a musician embracing an academic career. Factors contributing to this analysis such as macro- and micro-environmental influences on the music industry and tertiary music education will also be considered. The implications of this critical evaluation may serve as a guide to early career academics transitioning from an active industry career, as well as those from the broader university community who are new to large-class teaching.