Violin education is a long process in which cognitive and affective gains, as well as technical and complex skills are predominant in psychomotor learning. The formation of the technical skills to be acquired in this process depends on the acquisition of another skill which is the preparer of each other. In the planning and conducting of teaching activities in the violin education process, the past knowledge and technical equipment of the individual in violin education should be taken into consideration. In other words, examining the level of readiness of the individual's past experiences plays an important role in the realization of a qualified violin education. Readiness is an important factor that should be taken into consideration in determining the individual differences, in revealing the knowledge and performance competencies of individuals and in the studies to be done to eliminate the existing deficiencies. Teaching activities to be carried out without considering the level of readiness cannot contribute to the musical and technical development of the student. It may also negatively affect an individual's desire to learn. In this context, the aim of the study is to examine the students' violin education readiness at the beginning of undergraduate education. In the research, a mixed model was used in which qualitative and quantitative researches were used together. The research group consists of 7 violin students graduated from the Fine Arts High School, who are studying in the first class of the Music Department of the Faculty of Fine Arts of Neşet Ertaş University of Kırşehir Ahi Evran University.Within the scope of the research, preliminary knowledge and skills of students were studied on three units with the highest number of gains which titles are “Positions in Violin Playing, Tonal-Modal Sequence, Studies and Works” and Basic Bow Techniques in Violin Playing” in Fine Arts High School Instrument Education Violin Lesson 12th Grade Curriculum. As data collection tools, violin lesson student opinion form was prepared by the researcher, written exam questions covering the determined unit and subjects and graded scoring key (Rubric) were used.As a result of the study, it was determined that the cognitive readiness levels of the students included in the assessment were moderate, weak and very weak, and their performance readiness levels were partially and to a lesser extent.