This study aimed to provide first responses to the question whether the pedagogical heritage of an instrumental music teacher, in the present case the great violinist and violin teacher Veda Reynolds, can be reconstructed by analysing and comparing the discourse of his or her former students. To address this question, an ergo-didactic approach (Espinassy & Terrien, 2018) was used. Two different kinds of interviews (simple and cross self-confrontation) were conducted with six former students of Veda Reynolds and analysed using the Bucheton and Soulé (2009) model of teaching concerns so as to bring to light and compare the pedagogical strategies guiding their present teaching activity. The commonalities identified allow conclusions to be drawn about Veda Reynold’s teaching style, and hence her ‘pedagogical heritage’.