Instrumental practice is widely regarded as a cornerstone of music learning, yet in multi-unit housing it often brings unintended challenges. Sound levels of piano and string practice frequently reach 70-90 dB, while wind and percussion instruments can exceed 100 dB—far above the recommended 30-45 dB for residential settings. Under such conditions, students may worry about disturbing neighbors or family members. Such stress may contribute to practice anxiety, leading to shorter and less focused practice, which in turn could undermine learning outcomes. Despite its relevance to daily music learning, the psychological dimension of practice has received far less scholarly attention than performance anxiety.To address this gap, the present study conceptualizes practice anxiety as distinct from, yet related to, performance anxiety. Whereas performance anxiety has been extensively investigated—most notably through the Kenny Music Performance Anxiety Inventory - Revised (K-MPAI-R; Kenny, 2009)—practice anxiety emerges in rehearsal contexts shaped by environmental and social stressors. This study adapts selected K-MPAI-R items to capture practice-related concerns and integrates them with the Perceived Stress Scale (PSS-10; Cohen & Williamson, 1988), thereby creating a context-sensitive tool for examining how noise-related stress contributes to practice anxiety.A mixed-methods design is employed. Participants include music students of varying educational levels recruited through convenience sampling, with participation voluntary and anonymous. In the procedure, students complete the adapted questionnaires in paper or online form after providing informed consent. Incomplete or invalid responses are excluded. Data analysis involves descriptive statistics, reliability testing (Cronbach’s α), and exploratory factor analysis to evaluate the validity of the adapted instrument, along with group comparisons by demographic and musical background variables. Complementing this, semi-structured interviews elicit in-depth accounts of students’ lived experiences of practicing in multi-unit housing. Quantitative and qualitative findings are then integrated to construct a “Practice Stress Model,” illustrating how environmental stress may shape practice anxiety and influence learning outcomes.By shifting attention from the well-established field of performance anxiety to the underexplored terrain of practice, this research illuminates the ways in which residential environments shape music learning.