Although research has long emphasized systematic and consistent practice as essential for musical skill development, this view often reinforces the assumption that effective practice results primarily from habit formation and routine discipline. This paper challenges that assumption, arguing instead that musicians’ practice is not merely habitual but a goal-directed process driven by conscious motivation, intentional decision-making, and self-regulation. While habit formation implies automaticity and diminishing awareness, such a perspective oversimplifies the complex cognitive, affective, and motivational processes that sustain long-term artistic growth. Drawing on Self-Determination Theory (SDT) and comparing it with neuropsychological findings from studies of obsessive-compulsive disorder (OCD) and drug addiction, this paper proposes that effective musical practice is primarily governed by self-determined motivation rather than habitual reinforcement. SDT emphasizes the importance of intrinsic motivation, autonomy, and competence in sustaining meaningful engagement and creativity. In contrast, research on OCD and addiction suggests that repetition without conscious intention arises from impaired goal regulation, where behavior becomes detached from authentic desire and volitional control.By integrating these perspectives, this paper reframes musical practice as a form of goal-directed self-regulation rather than mechanical repetition. It argues that pedagogical approaches should move beyond enforcing rigid discipline and instead foster autonomy-supportive environments that encourage intrinsic goal setting, reflective awareness, and artistic agency. Such an approach enhances technical mastery while fostering a more self-aware and intentional relationship with one’s musical practice.