This chapter focuses on pedagogical sensitivity in music practice. It explores the essential elements of professional practice that are more than the obvious and accepted skills and techniques of effective music teaching. It highlights the values and thinking behind the knowledge and skills through which we support learning. The likelihood of various emotions surfacing in creative and music activities needs 44to be taken into account. Custodero (2010) writes, “The ease in which music can be associated with strong feelings has implications for music learners, suggesting both much potential for personal growth and also a need to approach musical choices with caution and sensitivity” (p. 66). A dominant discourse in music teaching is concerned with learning outcomes. This has been the established way of expressing the professional pedagogical process, starting with careful planning. However, it can be problematic to focus on outcomes, as this approach might not meet the learners´ needs, foster their participation and allow for delicate initiatives in creative dialogue. On the other hand, a clear structure for the lesson is also important to create a framework for the learning process. These contrasting positions may be explained by the current vocabulary we are using and the thinking behind it.