This study evaluated the relationship between musical independence and: students' gender; home environment; high school and college academic and musical experiences; and college instrumental organization, major, and instrument. The study also evaluated students' opinions regarding attrition in music education and evaluated the spectrum of musical skills from moderate to advanced musical independence. Ball State University band students (N=153) were administered the Instructional Student College Survey and Colwell's Music Achievement Test 3. The study's findings included: (1) musical independence is developed by participating in numerous and varied high school ensembles and/or musical activities; (2) musically independent students practiced more, took more music lessons, participated in more recitals, earned higher Scholastic Achievement Test scores, and attended more classical concerts; (3) quantitative and qualitative practice time is related to musical growth; (4) musical independence is enhanced by some academic/family indicators; (5) acquiring and developing musical independence consists of four areas--native intellectual skills, musical experiences, time on task, and effective study habits; and (6) playing woodwind and brass instruments contributes more to developing musical independence than playing percussion instruments. (Includes five references) (JDD)