The aim of the article is to present some actual concepts regarding piano teaching of adults. Based on the researchers written by Rhonda J. Mizok-Taylor (Promoting of Self-Directed Learning in Adult Piano), Laura I. Lennis-Cortés (Teaching the Adult Piano Learner: Two Case Studies of Piano Student Who Returns to Lessons) and Tamara Melnic (Instruirea pianistică a maturilor începători în clasa de pian general) we examined the specifics of adults teaching, as well as positive and negative effects of their age. L. I. Lennis-Cortés proves the idea that adult students have the ability to achieve development musical skills. The needs of the adult piano students, highlights of intrinsic motivation and internal desire that is led by natural commitment are revealed. Motivation introduces a change in the mindset of adult students, who find then in practice an enjoyment moment, and feel themselves like performers who take an own decision to resolve their pianistic problems, being a self-directed learner. L. I. Lennis-Cortés states the difference between pedagogy oriented to the needs of usual students who are extremely dependent on the teacher, and the andragogy that helps self-directed adults’ ability to solve their problems through experience. It might include monitoring their practice and detecting their errors and technical problems, that lead to improve skills relating of growth mindset of adults. The author of the present article describes the positive and negative aspects of adult students’ learning. The positive part is determined by adults’ personality, their own decision to learn piano. The negative part is represented in adults’ lack of their fingers and arms flexibility, the fact that their physical body, muscles and nervous system cannot be adapted easily to piano playing.