This work studies the importance of self-regulation during practice in improved self-evaluation and performance. Piano students at the Beirut and Prague conservatories wrote weekly journals assessing their self-regulation during practice for nine months and then performed in an exam. Results showed that while students self-regulated on the method and social factors dimension, most of them neglected the self-initiated image and self-evaluated performance dimensions. The implications for music educators and piano students and the contributions to the field of music education in terms preparation for performance in the absence of a teacher are presented.