The effects of three practice schedules on beginning instrumental achievement were explored. A total of 19 seventh-grade clarinet and saxophone students completed one 18-minute practice session using either a blocked schedule causing a low level of cognitive (contextual) interference, a hybrid schedule causing a moderate level of interference, or a serial schedule causing a high level of interference. No main effects were found at immediate acquisition testing or 24-hr delayed retention testing for technical accuracy, attitude toward practice, or musicality. A significant practice Condition x Trial interaction was found for musicality. The discussion examines the discrepancy between technical and musical achievement. Recommendations are given for future research applying motor learning principles to instrumental music contexts. (Contains 1 table and 2 figures.)