Instrument practice is a unique process. A young musician who takes instrument training takes a large part of the instrument process alone. Therefore, it can be considered as an important source of information about the success of the instrument playing in knowing the aims of the instrument playing, knowing the current working requirements, knowing the weaknesses and strengths of self, motivation, attitude and knowing the affective features of self.
The subject of cognition, which has attracted the attention of human beings since the very long periods, has been one of the factors affecting the success in education. The person being aware of his/her own cognition is considered as an important subject by the educational scientist in order to manage his own learning. Self-regulatory learners who regulate their own learning need to have metacognitive knowledge about their cognition, about tasks, and about their characteristics that contribute to or not contribute to the formation of their cognition. In this study, the theoretical framework is evaluated with the approach discussed by Pintrich and colleagues (2002). The aim of the study was to determine the metacognitive knowledge of music teacher candidates about the instrument study. For this purpose, data on the metacognitive knowledge of music teacher candidates were collected through semi-structured interviews and described with qualitative analysis methods by adhering to the theoretical framework. In the study, it was observed that the music teacher candidates indicated similar strategies in the literature. However, in the procedural metacognitive information, a limited number of strategies were determined with the interviews due to the nature of the procedural knowledge. Observations have been made for this type of information, and the effectiveness of observation in obtaining procedural information has been demonstrated as a method.