In the context of increasing globalization of music education, understanding how cultural and contextual factors shape self-regulated learning (SRL) is essential, particularly within instrumental practice. This mixed-methods study investigates SRL strategies employed by Chinese university piano students studying in Australia, using Zimmerman and Moylan’s (2009) three-phase model (forethought, performance, self-reflection). It explores how students plan, monitor, and evaluate their piano practice, and examines how educational level, cultural background, and duration of residence in Australia influence these processes. By integrating quantitative survey data with qualitative interview insights, the study contributes to discourse on cross-cultural pedagogical adaptation and culturally responsive teaching in higher music education. In the qualitative phase, nine students participated in a semester-long SRL microanalysis, involving video-recorded practice sessions, structured interviews, and reflective assessments across three intervals. Thematic analysis revealed distinct patterns in SRL strategy use, particularly among high achievers, who consistently demonstrated precise goal-setting, rigorous metacognitive monitoring, and adaptive motivational regulation. Their behaviours aligned closely with the SRL framework, indicating sophisticated engagement with all three phases. However, cultural influences appeared to mediate the adoption of certain advanced strategies. While participants showed strong independent problem-solving skills, techniques such as mental imagery and self-instruction—commonly emphasised in Western pedagogy—were rarely used. Duration of exposure to Australian education emerged as a key factor. Students with extended Australian experience displayed greater collaborative tendencies, including peer feedback and dialogic exchanges. In contrast, newly arrived students favoured solitary practice and teacher-directed learning, reflecting culturally ingrained values. In the quantitative phase, 99 students completed the Chinese International Student Self-Regulated Piano Practice Scale (CIS-SRPPS), developed for this study. The instrument, grounded in the SRL framework, showed strong structural validity and internal consistency. Doctoral-level students reported stronger engagement in goal-setting and task-specific strategies than undergraduates, indicating a developmental trajectory in SRL sophistication. Longer residency in Australia correlated with better planning, increased help-seeking, and more reflective strategies, suggesting immersion in the educational context fosters collaborative and reflective dispositions. Interestingly, older and more experienced students reported lower intrinsic motivation and greater reliance on external attribution—patterns not evident in qualitative interviews. This discrepancy highlights the value of mixed-methods approaches to capture SRL’s multifaceted nature in cross-cultural settings. This study advances culturally responsive pedagogy in music education by illustrating how cultural and educational contexts shape SRL strategies. Findings underscore the need to foster autonomy, sustain motivation, and scaffold reflection, particularly for international students in performance-based programs.