The purpose of this study was to investigate undergraduate instrumental music education majors' score study practices as they related to the effectiveness of their simulated conducting. Participants (N = 30) were video recorded in two sessions in which they completed a 20-min score study session and a simulated conducting performance. In the first score study session, all 30 conductors studied "Mini-Suite for Band, Movement 1." In Session 2, participants studied "Portrait of a Clown" but this time either with a model recording (n = 15) or without one (n = 15). We computed the overall duration of participants' score study behaviors for both pieces. Additional data included graduate students' evaluations of participants' post-score study conducting performances and an inventory of participants' score study markings. We found a significant difference in the proportion of time spent in score studying activities between the model and no-model condition conductors, with more time spent in gesturing when studying along with a model. Evaluations of participants' conducting revealed no differences between those conductors who used a model and those who did not while studying "Portrait of a Clown." Our analysis of conductors' score markings revealed a small number of notable differences between stronger/weaker conductors and between model/no-model conditions. Implications for undergraduate conductor preparation programs are discussed.