The purposes of the current study were to (1) determine the relationship between the number of practice strategies students could articulate and their performance improvement scores, (2) identify trends in students' 5-minute practice behaviors, and (3) compare students' achievement based on their practice procedures. Participants were 65 eighth grade students from five middle schools. Results documented a positive correlation between performance improvement and number of verbalized practice techniques. Based on the participants' 5-minute practice behaviors, four categories of practicers were determined: holistic, noncorrective practicers, who did not stop for errors in their run-throughs; holistic, corrective practicers, who stopped only for errors in their run-throughs; analytic, reactive practicers, who stopped to remediate sections of music; and analytic, proactive practicers, who jumped around in the music to fix errors. There were significant differences between the holistic and analytic practicers, as well as between the pre- and postperformances, and a significant interaction between practicers and performances. From the baseline to the final performance, the analytic practicers made significantly more gains than did the holistic practicers. (Contains 1 table.)