This paper presents a study attempting to identify and evaluate high school activities that impact instrumental student outcome. High school music activities and their impact on student instrumental outcome from a variety of perspectives were examined. There is a subtle difference between musical independence and musical achievement. Musical achievement represents the mastery of any academic skill related to music, but musical independence is related directly to the actual production and performance of music. The link between knowledge acquisition and knowledge use on performance is the key. Music knowledge may exist without musical independence, but musical independence may not exist without music knowledge. The research at the secondary level on musical independence found identifiable and measurable significant differences between students and programs identified as average and as outstanding instrumental music programs. The student portion of the project noted a positive relationship between high school music activities such as marching contests, concert festival, solo ensemble, solos, other ensembles, and such activities, and the student's musical independence. The band director segment examined the grading procedures that influence students' musicianship and the relationships that exist among demographic data and the band directors' and students' musical independence. Student musical independence and high school activities that impacted it were studied from the postsecondary perspective as well. The findings indicated that participation in all-state band, solo ensemble, concert festival, private lessons, and church or community choir had a positive impact on the students musical independence. The survey instrument is attached. Contains 14 references. (Author/DK)