The nature of lesson interactions in instrumental teaching and learning in Higher Education is investigated in this thesis through the micro-analysis of a small scale case study. The case, nested within a larger research project undertaken in a university music department, draws upon video observations of two individual clarinet lessons, undertaken by undergraduate students with an expert teacher, along with interviews with the three participants. Collaborative lesson activity is analysed in terms of performance, verbal and nonverbal behaviours, and contextualised with reference to the epistemology of skill and apprenticeship. The foregrounded lesson interactions are also contextualised by the background consideration of social, cultural and institutional frameworks. The rich description of lesson interactions, enhanced by the use of descriptive statistics in the analysis of subunit behaviours, serves to highlight issues characteristic of the setting, including multimodal approaches to the cultivation of performance skill, demonstration and imitation, and the nature of the teacher-student relationship. Ways of understanding the collaborative procedures of instrumental teaching and learning are proposed, and implications for researchers and institutions of Higher Education considered.