This article is based on the author's doctoral dissertation, "A Basic Interpretive Analysis of Undergraduate Instrumental Music Education Majors' Approaches to Score Study in Varying Musical Contexts" (Louisiana State University, Baton Rouge, August 2004). The purpose of the study was to provide a holistic description of procedures and reflections of undergraduate instrumental music education majors in music score study tasks. Participants in the study (N = 21) engaged in two one-on-one interview sessions with the investigator. During each session, participants "thought out loud" as they studied one solo score and one full score of music by various composers. Interviews were conducted in an effort to assess pre-existing knowledge of the music being studied and to assess participants' perceptions about score study. Results indicated three primary themes: (1) a lack of transfer of preexisting knowledge into certain score-study procedures; (2) an increase in specificity of verbal responses that seemed to correspond with education and experience; and (3) a lack of audible sound used during score preparation within full-score settings. Other findings suggest a contextual basis for score-study procedures and reflect changes in score-study patterns that seem influenced by experience and education. (Contains 1 figure.)