This research aims to examine the self-regulation behaviors of students studying at undergraduate level in music fields in different faculties in their music education processes and the differentiation of these behaviors according to various variables, and to collect students' opinions about instrument playing behaviors. In this study, which used mixed method, data were collected by scanning and interview techniques. For the quantitative part of the study, the scale developed by Miksza (2012) draws attention when the studies examining selfregulation strategies in music education are examined. This scale was later adapted into Turkish by Ersözlü and Miksza (2015) and named "Self-Regulation Behaviors of Music Students". In the study, a personal information form was also used in order to obtain information about the socio-demographic variables of the participants before the scale questions. the research consists of students (n=240) studying in music undergraduate programs in Conservatories, Fine Arts and Art Design Faculties and Education Faculties located in different regions of Turkey. In the results, it was seen that there were significant differences between the 3rd and 4th grades behavior of the students, and in terms of the method between the 1st and 3rd and 3rd and 4th years in terms of the instrument study year. In addition, students say that they start a new piece with excitement by reading the notes, plan the time to finish the pieces, record and listen to the audio for self-control, evaluate themselves, use personal strategies such as taking notes, and they cannot allocate enough time to study. [For the full proceedings, see ED631133.]