The profession of instrument making, deeply intertwined with music, has historically been learned and developed through the master-apprentice relationship, and played an impor tant role in the evaluation of instruments and their preservation into the modern era. To day, people who produce, maintain and repair instruments are called luthiers. Although the origins of the development process of the luthiery profession in Turkey date back to the Ottoman period, recorded developments show that this profession continued with self-e ducated and academic luthiery studies in the post-Republican period. Instrument making training and scientific studies were mainly carried out by departments established within conservatories. On one hand, self-educated luthiers were trained from the core through the apprenticeship-mastery period and were provided with self-employment as experts in this field, and on the other hand, programs at a certain level were introduced with the institu tionalization of this field by including it in formal education at the undergraduate level. These programs are carried out from a scientific perspective, unlike the master-apprentice relationship. In this context, the practices of self-educated and academic luthiery in Turkey progress parallel to each other in different dynamics, sometimes diverging and sometimes crossing paths. In this article prepared using qualitative research methods, the differences in self-educated and academic luthiery practices, space, environment, production methods, education-training, and differences regarding raw material usage in Turkey were identified and examined through personal interviews. The findings and interpretations revealed the importance of individual experiences and perceptions, approaches developed with different disciplinary understandings, current conditions, and innovations provided by speed and technology in instrument making.