In higher education music, individual practice remains a unique and solitary activity, perhaps the least accessible to the scrutiny of either teachers or researchers. This study reports on an investigation of the variety among student approaches to practice, with reference to year groups, age, instrumental groups and examination results. Data were collected through a questionnaire of 101 items with verbal rating scales. The interface between research and teaching and learning is seen to support reflection in the ongoing work of students, tutors and the institution. (Contains 9 tables.)