Home practice constitutes a substantial part of music education, as weekly lessons with young learners in music schools rarely exceed half an hour, leaving the majority of learning to take place at home without direct teacher support (Platz & Lehmann, 2018; Mahlert, 2018). As a result, young learners between the ages of 8 and 12 require structured guidance during home practice. However, when parents lack the necessary pedagogical and musical competences, they are often unable to provide adequate support (Koal et al., 2016; Davidson et al., 1996; McPherson, 2009; Fritzen, 2018). To address this issue, the project develops and evaluates a digital practice tool prototype that supports children’s autonomy in instrumental practice while reducing reliance on parental expertise.The pedagogical design of the tool builds on research in self-regulated and problem-based learning (Zumbach, 2003). Instead of prescribing fixed routines, the tool organizes practice around musical problems such as mastering difficult passages or shaping interpretative choices. These problems invite exploration and reflection to help learners develop their own solutions. In this way, the approach fosters autonomy, metacognitive reflection, and self-regulated learning. The design also draws on findings from a systematic review of international research on digital learning support, which connects pedagogical theory with empirical evidence.We develop the tool together with early adopters and test it through agile methods. The prototype combines several functions to support practice: a multimedia lecture portfolio to progress, reflection prompts and self-evaluation tools, motivational elements in the form of an optional reward system (Yang et al., 2019), and a feedback mechanism that assesses the quality of practice routines (Hambrick et al., 2014). Together, these features aim to strengthen self-efficacy (Lessing 2016) and to foster competencies such as frustration tolerance, concentration, and the ability to deal with complexity. By combining these functions within a coherent pedagogical framework, the tool not only scaffolds daily practice but also transforms it into a structured learning environment where exploration and agency are systematically encouraged.This poster presents the development and evaluation of a digital practice tool prototype that supports children’s autonomy in instrumental practice while reducing reliance on parental expertise. Addressing the challenges of home practice for young learners, the poster highlights the pedagogical design of the tool, its core features, and findings from user interviews conducted after two prototype development phases.