Recent studies and media articles draw attention to gender imbalances in the music industry, both locally in Australia and globally. In Australia, there have been calls to overhaul tertiary music programmes to support and encourage female students into careers such as sound production, screen composition and contemporary music performance, where women are greatly underrepresented. Taking up this call, we investigated the experiences of women in a music degree programme at a regional university. Positioned as a music education study at tertiary level, we focussed on any barriers female students perceived to be affecting their participation in specific music courses. We took a phenomenological approach, collecting data through focus groups and examining the data through a 'possible selves' framework, as described by Markus and Nurius. The findings from the focus groups indicated that female students felt unconfident about some career paths, which they described as male-dominated, notably in the STEM-focussed music technology courses, and perceived some learning environments as not gender-inclusive. The 'possible selves' framework pointed to the role of emotions in female students' learning experiences. The importance of positive emotions for confident learning is applicable to other higher education disciplines, particularly those in STEM.