Students averse to performing often carry with them a “narrative of failure” (a negative personal interpretation of their performance history) by which they believe that they do not have the capacity to perform well. I propose that this narrative is learned through a series of adverse performance experiences that are themselves a result of inadequate musical preparation. Just as the narrative of failure was constructed through experience, teachers can help build a new “narrative of progress” through carefully orchestrated positive experiences on the stage. In this article I will suggest causes for narratives of failure followed by suggestions for ways teachers may counteract them with a series of activities leading to narratives of progress.