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This research report focuses on the place of mentoring in the personal, artistic and professional development of musicians. The main aim is to explore the parameters of reflective and reflexive practice and to identify those processes that can best facilitate the development of the knowledge, skills, attitudes and perspectives required to function with confidence and understanding in an ever-changing workplace. Interviews were conducted with a number of experienced mentors in the fields of music, visual arts, education and business. A Framework for Mentoring Musicians was drawn up and used in a number of different training contexts. The literature review examines those forms of learning connected to reflective practice ¿ experiential learning, self-initiated learning, context-based learning, work-based learning, communities of practice, transformative learning, action learning, critical dialogue and reflexive practice. A growing shared body of knowledge now underpins the philosophy and practice of such diverse areas as nursing, general practice, social work, education, visual arts, music and dance.