Over some decades now, education scholars have clearly delineated the characteristics of transformative pedagogy—student-oriented, flexible, responsive, explorative, context-rich, and have equally clearly and convincingly argued for the potential of this approach to improve learning outcomes in students. With the attention of music education scholars and practitioners now turning to implementing and cultivating the transformative approach in the one-to-one music studio environment, it is becoming increasingly important to better understand specific behaviours, strategies, interventions that together result in a transformative approach to teaching. This article reports on part of a larger project on transformative pedagogy in the studio one-to-one tertiary music environment, which aims to improve the education of the professional musician-in-making by fostering transformative approaches to teaching and learning. The article offers a nested case study of one teacher whose pedagogical approach was identified, in advance of this study, as predominantly transformative. Using video-recorded lessons as prompts, the authors explore transformative behaviours and strategies as manifest in the approach of this teacher, inviting reflections of the teacher herself on what, specifically, transformative teaching looks like in the context of her music studio. Themes range from the importance of pedagogical agility in adapting and responding to the student and situation at hand, to methods of fostering student ownership of lessons and learning, to building a relationship of confidence and trust with the student. In this way, this brief case study offers one example of how transformative teaching and learning may be enacted in the music studio. It argues that particularly in those situations where exemplary teaching practices are shared among colleagues, such pedagogy constitutes a form of leadership-in-action, as the benefits roll out to other teachers and, crucially, teachers-to-be—that is, students. The authors hope its findings will inform and support the aspirations of teachers and institutions to foster transformative pedagogical approaches to one-to-one music teaching and learning.