Learning to self-regulate during practice is one of the most important skills that music majors must learn. Yet, because practising tends to occur mostly in private, there can be a disconnect between instructors' approaches to teaching practice skills in the lesson and students' actual behaviour in the practice room. This case study explored the potential for using a four-month long reflective practicum, where a faculty coach observed one student's practice sessions and together they engaged in shared reflection, discussion, and exploration of various components of self-regulation. Seven aspects of self-regulation, related to forethought, volitional control, or self-reflection, emerged as needing improvement. The practice of self-reflection and dialogue between coach and pupil helped the piano student to increase self-regulation, and improve attributions and intrinsic motivation during practice.