This study adopts an idiographic approach with the aim of understanding key facets of individuals’ perceptions of their music learning and how strategic learning behaviors are impacted by self-beliefs and perceptions. The software SeeDegree, which automates the established personal assessment framework (KAPA), is used to collect both qualitative and quantitative data focusing on participants’ perceptions of self, including their self-declared strengths and weaknesses, perceived self-efficacy, and perceived importance of behaviors specifically related to self-regulation in music learning. The perceived beliefs of individuals are contextualized in relation to the importance placed on various challenging situations commonly encountered in learning and preparing for a performance. Results present a narrative for understanding music learning in a more holistic, person-centered way, and provide a deeper level of understanding of the beliefs and perceived importance (in this study, prioritised value of SRL behaviors) held by participants about their music learning. Specific situations where there was a significant difference between the self-efficacy and the perceived importance of strategies or situations are highlighted and discussed. The results of one participant are drawn out as an exemplar of the need for teachers to explore individual differences in learners.