Learning musical instruments requires a significant amount of independent, unsupervised effort by students in the current post-secondary pedagogical context. A vital role of the teacher is therefore to help a student improve at the art of independent practice. The theory of contextual interference in skills learning has demonstrated better retention, but its essence of interleaved practices demands even more discipline in its execution. To respond to such a challenge, we developed an iPhone application for music students of our university to assist them with the planning, execution, and tracking of interleaved practice. The app allows users to create templates, log/record practices, and review practice outcome, and has a potential for social interaction and big-data analysis; it can also be used in many other areas of skill learning. [For the complete proceedings, see ED590271.]