The action research plan documented in this paper was driven by the researcher's interest in the most effective strategies for optimizing student achievement of new notes on a band instrument. During four cycles, the researcher gathered student achievement of new notes when teacher monitoring and student monitoring. Fifth grade students playing the flute completed both types of monitoring and the results were recorded and compared using a dependent T-test and a bar graph. The researcher is in her fourth year of teaching and teaches fifth and sixth grade students primarily. Students learned a total of 99 new notes during the study. The results show that students in the study learned more notes when completing the teacher monitoring cycle. Students averaged 4.22 new notes when student monitoring and 6.77 new notes when teacher monitoring. This study opened the researchers' eyes to several types of effective progress monitoring tools and processes. The findings will encourage further exploration and use of progress monitoring tools in the band classroom.