The aim of this study is to investigate whether there are significant differences between perceived self-regulation beliefs of pre-service music teachers in their instrument practice and their genders, ages, universities, hours of daily practice, instruments and their career goals. Also under investigation is the correlation between perceived self-regulation beliefs of pre-service music teachers and their academic achievement scores of their principal instrument lessons. The study is a quantitative descriptive study. Participants of the study consisted of 249 pre-service music teachers (F=131; M=118). The participants were receiving education from the universities that are found in the western part of Turkey. Criterion sampling was used for the study. The Self-Regulation in Instrumental Practice Scale (Özmentes, 2007) and a personal information form were used as data collection tools. The results showed that there are significant differences between levels of perceived self-regulation beliefs of participants and their career goals and the time they spent on instrument practice. Also discovered was a small positive significant correlation between perceived self-regulation beliefs of participants and their academic achievement scores on instrument practice/performance. The results were discussed in the light of the literature.