This study investigated the feasibility of structured, programmed practice with tape-recorded materials and its effect upon the performance achievement of beginning elementary cornet and trumpet students. The main purpose of the study was to facilitate the teaching and learning in instrumental performance through the application of programmed procedure to individual practice. The central hypothesis was that structured practice with recorded tapes containing programmed material would produce a significant difference in performance achievement as compared with unstructured, non-programmed practice. The experimental population consisted of 52 fifth-grade male beginning cornet and trumpet students. The experimental treatment consisted of structured daily practice with ten weekly 20-minute tapes containing programmed material. The control method consisted of daily 20-minute practice of the same material, out in a non-structured manner without tapes. Two-way analysis of variance, t-test, and correlation were the statistical procedures used in testing the hypothesis. The .05 level of significance was adopted as the criterion for accepting or rejecting the hypothesis. Programmed practice was found to be significantly superior to non-programmed practice as evidenced in performance achievement. The .01 level of confidence was achieved. (Author/CK)