This paper reviews latest research findings on practising in an attempt to encourage studio music teachers to trial new approaches. Literature shows that expert performers begin learning an instrument at an early age, and sustain and increase their deliberate practice over at least 10 years. A certain amount of practice hours is needed to achieve professional level. Both formal and informal practice are important in the development of skills. Structured practice based on clear teacher instructions gives better results than unstructured practice. Technical work in practice should be directed to solving repertoire problems to initiate transfer of learning. Effective practising strategies include chunking, modelling, mental rehearsal, and hand reversal. Developing metacognitive skills in students will lead to greater self-regulation and effectiveness in practice. Selection of interesting repertoire is vital for maintaining students' motivation. Parental support plays an important role in the early stages of learning, while in the teen years participation in extra-curricular musical activities has significant educational and motivational value. Research findings reviewed in this paper have implications for the teaching profession and deserve consideration and trial.