The purpose of this study was to explore the flow experiences of group piano teachers and their students, as well as determine the relevance of specific classroom conditions on the flow experiences in the collegiate group piano classroom. A sample of group piano teachers (N = 3) and their students (N = 32) participated in this research. Data were collected using the Experience Sampling Method. Data calculated from the Experience Sampling Forms indicated that teachers and students experienced flow in the collegiate group piano classroom, although teacher flow scores were slightly higher than the student flow scores. Also, the flow patterns between student and teacher flow scores did not coincide in a consistent manner. Results of the correlation analyses indicated significant positive correlations between student flow scores and (a) pacing of activity, (b) perceived level of teacher observation, and (c) perceived level of teacher enjoyment. The perceived level of student observation revealed significant negative correlations with teacher flow scores. The investigation showed the majority of participants across all three classrooms experienced a greater level of flow toward the middle and end of the lesson, and the overall levels of flow were greater earlier in the week. It is hoped this study and future research will facilitate improved characterization of the conditions conducive to flow achievement in the collegiate group piano classroom and increase the quality of teaching and learning experiences for both students and teachers.