The necessities of education and human nature call for different pedagogical approaches, schools and methods to be used in beginning-level violin instruction. The choice of the initial position for beginning-level instruction of playing string instruments holds an important place among these differences, and the first position is generally used at the initial stage of traditional violin instruction. It is, however, only one of the chosen methods, which also include the technique of third position for beginning instruction. The focus of this study is to discuss the advantages and disadvantages of the technique of beginning with the third position and studies related to its which have extended from the early 20th century to the present day while placing it within its historical context as much as possible. The study aims to reveal the technique's historical process so as to contribute to its development and diffusion. As a result, it can aid in the increase of awareness of the technique as well as production of material related to it for the benefit of both educators and students. The use of third position for beginning instruction began to attract interest in the early 20th century, which is when its benefits began to be mentioned. Some pedagogues have, in fact, written method books which make use of this technique, applied it in their classrooms and shared the positive results which they experienced. Despite the ongoing debates between educators and performers in the 21st century regarding its advantages and disadvantages, the technique of beginning with the third position has not received much interest as an academic topic, nor has it been adequately studied. An important conclusion from the examination of its historical process and an evaluation of views expressed is that the lack of relevant material creates an obstacle to the use of the technique. As such, there is a need for studies based on the use this technique which also produce related material.