Abstract: The application of imagery in the development of music practice and performance encompasses a range of modalities spanning the physical, mental, kinesthetic, and emotive. Situated within the realm of mental practice techniques, the use of imagery as an instructional strategy is a growing yet underutilised pedagogic approach in piano music education. Imagery is more often discovered, developed, and personalised through self-discovery in developing deliberate practice techniques. This research presents findings involving a 12-week intervention focused on practice strategies that utilised imagery to enhance goal achievement and the perception of performance improvement. A participant cohort of (n = 4) master’s level piano students participated in diverse activities that reflected components of the physical, environmental, task-oriented, specific timed, self-directed learning, and emotional capacities, as well as the perspective taking in practice that form the PETTLEP imagery model (Holmes & Collins, 2001). Induction of the model was followed by data gathering weekly and each fortnight. A qualitative methodology and phenomenological analysis reported on participants’ experiences regarding the development of technique and expression, self-reflective strategies, and the evolving attitudinal and behavioural adjustment that revealed personalised adaptations and developing levels of confidence. The study employs experiential learning theory to report on participant’s personal perspectives to experiential engagements and learning events, reflective observation, the creation of personalised conceptualisations, and active experimentation in practice. The findings offer valuable insights into personalised learning cycles, learner self-awareness, and the role of imagery as a transformational experience that has the potential to enhance practice and performance.