ABSTRACT The purpose of this investigation was to explore explicitly teaching self-regulation for musical practice. The study consisted of a pre-test, intervention, and post-test design in a case-study format. Three participants completed a pre-test practice task where they were asked to sight-read an excerpt of music, practice for 25 minutes and then perform the excerpt again. Following the pre-test participants completed five instructional sessions explicitly teaching them to self-regulate during musical practice using a cyclical model of component steps. Immediately following the five instructional sessions all participants completed a post-test practice task, which was identical to the task from the pre-test. Recommendations include expanding the model of self-regulatory steps to be a model of self-regulated practice for teachers and students. Behavior analysis indicated that there were observable changes in practice behavior, self-regulatory ability and performance achievement after instruction
