The aim of this study was to examine which anxiety symptoms are typical for singers, what type of exercises a singing teacher could use to help students manage their anxiety symptoms and what kind of effects group singing lessons can have on their confidence as a performer. For this study I worked with a small group of young singing students aged between 14 and 19. In the group we practiced i.e., body postures, positive inner speech, breathing and various practical performance exercises to manage Music Performance Anxiety. A diary of the group's activities was written, and the diary entries are part of the research material. Singers answered a questionnaire at the beginning and in the end of the course. The results of these two questionnaires were compared to each other to find out if there were any changes in the symptoms and if there were specific training tools that helped to improve singer’s self-efficacy the most during the research period. Symptoms varied from individual to individual, as did coping mechanisms. The most common symptoms of anxiety were digestive symptoms, tremors in the body and singing voice, and a general lack of control of their voice. Group learning was found to be useful by providing peer support and increasing singers’ self-esteem. The anxiety eased when singers realized they weren't the only ones suffering music performance anxiety. It was found that the most important factor increasing singers’ self-confidence was the support their got from their singing teacher. Technical singing skills were found to be a practical and efficient way to build self-confidence and decrease anxiety. Singing students found it useful that the underlying causes of performance anxiety were identified. Positive performance experience increases the motivation of a young student to study music and the likelihood of continuing singing as a hobby. The teacher and a singer should set realistic performance expectations together and last-minute changes in the music to be performed should be avoided.