This project will advance the understanding of holistic self-efficacy -the belief in one's capability to perform a task- for the enhancement of connections between performing, learning, and wellbeing. Decades of research evidence that self-efficacy unites and develops these key concepts. However, theoretical misconceptions result in ineffective and unsustainable self-efficacy interventions and education. This includes the notion that high self-efficacy is the ideal and low self-efficacy is to be avoided. To the contrary, preliminary evidence reveals that fluctuations in the strength of one's self-efficacy allows for deeper reflection, learning, and application to performance. However, current interventions typically found themselves on goal of continually high self-efficacy. The consequence for conservatoires is that students cannot reach their performance potential, which negatively impacts performer wellbeing. This research therefore addresses a crucial gap in the literature by providing the foundation for progressive interventions, granting musicians the necessary understanding of how their beliefs inform performance.