This study examines the practical routines developed by prospective music teachers during their individual instrument training process, using a habit-based approach. Instrument training is a multidimensional process in the music teacher training process that involves not only technical proficiency but also the development of self-regulation, motivation, time management, and pedagogical skills. In this context, the aim of the study was to determine the instrument practice habits of music teacher candidates and to reveal the relationship between these habits and the variables of gender, class level, instrument type, and daily practice time. The research was conducted using quantitative methods and a descriptive correlational survey model. The study group consisted of a total of 163 music teacher candidates studying at five different universities in Turkey. Data were collected using the ‘Individual Instrument Practice Habits Scale’ developed by Küçükosmanoğlu, Babacan, Babacan, and Yüksel (2016). The obtained data were analysed using the SPSS 26.0 programme; descriptive statistics, t-test, and one-way analysis of variance (ANOVA) were applied. According to the findings, the music teacher candidates' instrument practice habits were found to be moderate overall (x̄ = 3.01). In the sub-dimensions, ‘preparation for practice’ was good, ‘appreciation of practice’ and ‘interest–motivation’ were moderate, and ‘proper use of time and regular practice’ was weak. While no significant difference was found according to the variables of gender and instrument type, at the class level, only the ‘interest–motivation’ dimension was found to be significantly higher in the first year.