This is one of the most common questions we get asked by potential students. It is almost impossible to answer because there are so many variables. The question itself is vague because there is no specific moment in which an instrument is learned or not; it is more of a process than an arrival point. For simplicity, to gain reasonable proficiency playing an instrument, these are the key factors that will determine how long it will take to learn an instrument.

Expectations
Practice Time/Quality of Practice
Personality
Learning Style
Emotional regulation
Quality of Instructor

There is such a variety here; some students are not happy until they have learned the hardest Chopin Etude, while others are satisfied with a simplistic breakdown of a pop song. It’s very important that the prospective student understands their expectations and consults with the school or their instructor to determine if these expectations need to be adjusted. Openness to adjusting expectations and embracing the learning process is a healthy mindset for the new student. Expectations can greatly affect the outcome, both positively and negatively. Some students with high expectations can quit early, while for others, it may push them to get the best results from themselves. Good instructors will help manage the students' expectations by creating achievable goals that take into account the students' personalities and reactions to challenges.

Practice time

Can personality affect a student's success in learning an instrument? Absolutely. To learn an instrument, it takes a lot of alone time, so students who are more introverted and need or enjoy alone time are more likely to gravitate toward practice. Also, students with a calm, focused temperament—contemplative and deliberate—may have more success. This is because practicing an instrument requires long periods of focus, often with multiple repetitions of a musical phrase. Some people find repetitive tasks calming and become more focused with each repetition. Others crave more variety, and repetition quickly creates an impatient, distracted state of mind. A student who can become fascinated, even obsessed, with exploring and investigating may have an advantage.

Personality

Can personality affect a student's success in learning an instrument? Absolutely. To learn an instrument, it takes a lot of alone time, so students who are more introverted and need or enjoy alone time are more likely to gravitate toward practice. Also, students with a calm, focused temperament—contemplative and deliberate—may have more success. This is because practicing an instrument requires long periods of focus, often with multiple repetitions of a musical phrase. Some people find repetitive tasks calming and become more focused with each repetition. Others crave more variety, and repetition quickly creates an impatient, distracted state of mind. A student who can become fascinated, even obsessed, with exploring and investigating may have an advantage.

What is your learning style?

Which sense do you primarily rely on? We all have five senses, but most people have a sense they rely on more frequently. Auditory and kinesthetic learners may have an easier time studying an instrument. It’s not that a visual learner cannot learn; it’s just that they may find more friction throughout the process. Learning an instrument still uses the visual system for sight-reading and other elements, but some of the most natural players rely more heavily on their auditory and kinesthetic systems. The process of focused listening and evaluating may become tiring to some and not to others. Additionally, the kinesthetic element is crucial, as being physically coordinated and able to “just do” a physical motion without overthinking is important. Awareness of the body and the ability to pay attention to the feelings and responses of the body during the practice process is also essential.

Emotions.

How a person feels about learning, and especially about learning an instrument, is very important. Students must learn to reduce negative thinking, if present, and temper frustration during the practice process. They must learn to accept the process, develop patience, and enjoy small achievements. They must practice setting achievable, intelligent goals to avoid boredom or frustration.

Quality of Instructor

This is important, but we want to emphasize that without reasonable practice, the quality of instruction has less of an impact. Many students expect that the instructors will give them results, but the instructor's job should be to guide the student through the process to get results on their own. With this critical point aside, there is no doubt that the best teachers will have a huge positive impact on a student's ability to learn an instrument. The instructor's role is to reduce friction during the learning process. This is done by providing encouragement, breaking down information, setting realistic goals, and creating a clear set of homework instructions so the student can work independently.