That the students do their extracurricular piano practices in the direction of the teacher's warnings is a key factor in achieving success in the teaching-learning process. However, the teachers cannot adequately control the students' extracurricular practices in the process of traditional piano education. Under the influence of this lack of control, the students who do their extracurricular practices forgetting the teacher's warnings acquire various false steps and unfortunately this is a frequently encountered situation in the piano education process. The present study aimed to provide a solution to this important problem by using the asynchronous distance piano teaching method, so the process of students' extracurricular piano practices could be more in the teacher's control and to determine the effect of this method on the students' piano performances. In this study, the experimental model was used. The lesson was carried out with the same teacher, in the same way and at the same time for both experimental and control groups. While their extracurricular practice time was equal, their method was different. The experimental group practised with the asynchronous method and the control group with the traditional method. After their extracurricular practice process, carried out with different methods, their performances were recorded 3 times in a row with a camera. The records were evaluated using the performance evaluation form. The data achieved in the experimental setting were interpreted with the independent t-test according to p<0.05 level of significance and the piano performances of the experimental group students who had their extracurricular activities with asynchronous distance education method and those of the control group students who had their extracurricular activities with the traditional method were compared. As a result of the research, a significant difference (t = 2.80), in favour of the experimental group, was found. Based on the research results and the observations made in the experimental setting, it was concluded that students had an effective development as the teacher wanted and the method could be successfully applied.