Pre-recorded presentation link: https://www.youtube.com/watch?v=gQviyxJgVfcWhen students learn to play a musical instrument, they are typically encouraged to practise their instruments between lessons to develop their proficiency. However, many young children lack the mental strategies to identify and resolve musical problems and do not have adequate tools and resources to practise their instruments effectively. It is crucial that children are supported by an environment that facilitates their development of self-regulated learning. This paper explored the ways in which digital technology can facilitate children’s skills in solving musical problems between lessons.The research employed an interpretive multiple-case study approach. A software application was assigned to a piano teacher and two students (aged 10 and 12) undertaking individual lessons in the private studio setting. Data was collected four times over two school terms. Data sources include semi-structured interviews, practice observations and user-generated software data. The Self-Regulated Learning theoretical framework guided the thematic analysis of data and students’ recommended learning approach with technology.Research findings reveal important considerations when using digital technology to facilitate problem-solving in instrumental music learning. Students need access to resources which can help them develop aural representations of tasks. Tools and strategies are required to be aligned with student learning needs. Furthermore, students’ technology-use needs to be reinforced with consistent teacher guidance. Learning outcomes are dependent on both pedagogy and technology, and this paper offers insights into how digital tools can support children in learning more effectively between lessons.