Individual music practice is a vital aspect of a student's development as a musician. Research indicates that expert music performers utilise substantial planning and a systematic approach to practice sessions, including problem identification, strategy planning and evaluation (Hallam 2001b), all of which are components of self-regulated thinking. The purpose of this study was to discover what self-regulating strategies adolescent instrumental musicians' use during music practice. Sixteen middle school instrumental musicians were videotaped as they practiced a new piece of music. Immediately following the practice session, the student and researcher viewed the videotape of the session, and the student explained the strategies used during practice. Examination of the concurrent verbal report and music practice data revealed that repetition was referred to or used more frequently than other strategies. It is hoped that this study will aid in a better understanding of the self-regulation capabilities of student musicians. (Contains 4 tables.)