| Question|Title | Department | Issue | Authors |
| How do you identify student learning patterns? | Motivation | 1990, 1-3 | Keith Golay |
| What is the difference in the way you teach children and adults? | Adult Piano Study | 1990, 1-3 | Reid Alexander, JoEllen DeVilbiss, Carol Walgren-Georgas, Rebecca Johnson |
| How do you plan a student's repertoire for the coming school year? | Repertoire | 1991, 2-2 | Sara Krohn, Leanne Stehle Hedges, James B. Lyke |
| How does technology enhance your traditional approach to teaching? | Technology | 1991, 2-2 | Martha Appleby, Susan Ogilvy, Judy Plagge |
| How do you adapt your teaching style to each student's learning pattern? | Motivation | 1991, 2-3 | Keith Golay |
| How do you adjust your teaching to accommodate each student's preferred mode of sensory perception? | Motivation | 1992, 3-1 | Sylvia Coats, Susan Bruckner |
| How is teaching teenage beginners different from teaching adult beginners? | Adult Piano Study | 1992, 3-4 | Susan Ogilvy, May Jane Mann |
| How do you decide what to say after your student finishes playing? | Motivation | 1993, 4-3 | Ilana and Richard Kennell |
| Can a student have fun and learn at the same time? | Motivation | 1993, 4-4 | J. Ritter Werner |
| How do you decide what to say after your student finishes playing? Part II | Motivation | 1994, 5-2 | Joyce Cameron with assistance from four piano teachers |
| How do you transfer students' understanding of theory to their understanding of repertoire? | Repertoire | 1994, 5-4 | Linda Stump, Ann Milliman Gipson |
| How do you balance your emphasis on accuracy and interpretation? | Motivation | 1995, 6-1 | Rebecca Johnson, Connie Anderson, Peggy Randolph, Victoria Ebel-Sabo |
| How do you teach intuitive students to make decisions about interpretation? | Repertoire | 1995, 6-2 | Dona Buel, Kaleel Skeirik |
| How do you teach to encourage independent learning? Part I | Motivation | 1995, 6-4 | Joyce Cameron |
| How do you teach to encourage independent learning? Part II | Motivation | 1996, 7-1 | Joyce Cameron |
| What did you learn from a week's worth of reading problems? | Music Reading | 1996, 7-2 | Judith Kotok, Georgann Gasaway, M'Lou Dietzer |
| How do you use exploration to create convincing interpretation? | Motivation | 1996, 7-3 | Bruce Berr, Rebecca Shockley |
| Do your students hear their newly assigned repertoire before they begin to practice? | Rhythm | 1996, 7-4 | Carol E. Ratzlaf, Judy Warburton, Jennifer Lim |
| How do you use exploration to solve technical problems? | Motivation | 1996, 7-4 | Mary Hall Kogen, Joanne Haroutounian |
| How much time do you spend each week preparing to teach? | U & Your Piano | 1997, 8-1 | Kathy Hammer, Robbie S. Hughes, Kristi Lobitz |
| How do you use exploration to confirm and solidify learning? | Motivation | 1997, 8-1 | Richard Chronister, Ivan Frazier |
| What do you do in the lesson when the student has not practiced? | Home practice | 1997, 8-2 | Craig Sale, Luise May, Nancy Liley |
| What makes learning stick? | Motivation | 1997, 8-2 | Joyce Cameron |
| For what purposes do you play for your students? | Motivation | 1997, 8-3 | Marvin Blickenstaff, Elvina Pearce |
| What did I learn today? What could I have learned today? | Motivation | 1997, 8-4 | Rebecca Johnson, Susan Bruckner |
| What aspects of teaching rhythm are the most difficult for your intern teachers? | Rhythm | 1998, 9-1 | Kathleen Murray, Martha Baker, Marcia Bosits Norrman, Victoria McArthur |
| Did I really mean to say that? | Motivation | 1998, 9-4 | Melissa Falb, Beverly Lapp |
| How do you know your students are learning under those headphones? | Technology | 1999, 10-1 | Diane Volkman, Judith S. Siegel, Cynthia Benson |
| In what ways do your own early-level piano lessons influence the way you teach? | Motivation | 1999, 10-2 | Joyce Cameron |
| Teaching skills: What does PATIENCE & PERSISTENCE have to do with it? | Rhythm | 1999, 10-3 | Bruce Berr |
| How is teaching different on other instruments? | Music Reading | 2000, 11-1 | Chelcy Bowles, Nancy Weckwerth |
| How do you introduce new pieces to students? | Repertoire | 2000, 11-2 | Martha Smith, Yu-Jane Yang, Annette Conklin, Susan See |
| How does your experience with rhythm help you in the process of teaching? | Rhythm | 2000, 11-3 | Steve Betts, Kathleen Murray |
| How can we link pedagogy, performance, and a cognitive approach to coping with performance anxiety? | Motivation | 2000, 11-3 | Phyllis Alpert Lehrer |
| What makes a piece too hard for a student? | Repertoire | 2001, 12-1 | Sylvia Coates, Melissa Falb, Karen Bauman Schlabaugh, Benjamin Whitten |
| How do you cultivate your students' understanding of theory through the repertoire they play? | Repertoire | 2001, 12-3 | Audrejean Heydenburg, Marilynn A. Snyder, Suzanne Torkelson |
| What can be learned about teaching children from teaching adults? | Adult Piano Study | 2002, 13-3 | Matt Harre |
| How do you deal with students whose learning styles do not match your own? | Perspectives | 2003, 14-1 | Cynthia Benson, Tom Pearsall |
| How does your own piano practicing inform your piano teaching? | Perspectives | 2004, 15-2 | Jeongwon Ham, Phyllis Alpert Lehrer |
| How do you help to make your students' lessons more relevant to their lives? | News & Views | 2004, 15-2 | Suzanne Guy, Joselyn Makowski |
| How do you adapt your technical approach to allow for individual student differences? | Technique | 2005, 16-1 | Judith Fairchild, Cheryl Gingerich, Tianshu Wang |
| When viewing intern teaching, what issues do you find yourself constantly addressing? | Perspectives | 2005, 16-1 | Sandra L. Carnes, Barbara Fast, Andrew Hisey |
| What aspects of teaching rhythm are the most difficult for your intern teachers? | Rhythm | 2005, 16-2 | Cynthia Benson, Barbara Fast, Kenneth T. Williams |
| How do you use technology to facilitate cooperative learning? | Technology | 2005, 16-2 | Linda Christensen, Nancy Davis, Priscilla Heffield |
| Are you product-oriented, process-oriented, or both? | Perspectives | 2006, 17-2 | Peter Webster |