This paper explores the association between computational thinking (CT) skills and learning to play musical instruments. While CT has often been linked to programming and STEM fields, its application to non-digital contexts remains underexplored. The two studies presented here address this gap. In the first, a quantitative study (N = 91), self-report questionnaires were filled out by young adults with varied musical backgrounds, who also undertook CT tests. We found a strikingly positive association between musical experience and CT performance, with some nuanced associations based on the characteristics and experience of music playing. In the second, qualitative study (N = 10), interviews were conducted with high school students who are highly experienced in music performance, aiming at identifying CT skills they use while learning to play musical pieces. The analysis revealed that they employ a wide range of CT skills, and that the manifestation of these skills differs by the stage of learning. These two studies complement each other, hence this paper sheds important new light on the associations between CT and the field of music education. © 2025 by the authors.
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