The purpose of this study was to examine the impact of short-term mindfulness practices on self-regulation of practice routines in high school instrumental students. We implemented mindfulness techniques prior to at-home practice routines for high school instrumental students (N = 117) over 16 weeks. Using the four-factor model of self-regulation (Miksza, 2012), high school instrumental music students showed statistically significant increases in areas of self-efficacy (p = 0.04) with variation of increases based upon students' primary instruments (p < 0.001) and gender (p = 0.02). Additionally, self-regulation scores significant decreased in dimensions of self-regulation in regard to methods, behaviors, time-management, and social influences used during their practice sessions. Results indicated that a consistent mindfulness practice can assist with student self-regulation in regard to their at-home practice routines