The self-concept, which development scientists emphasize emerged in childhood, is influenced to a great extent by Freud and Piaget, and is generally expressed as knowledge and ideas related to one’s own characteristics. In general terms, the self- concept became effective with the ideas of Willam James, an early American psychologist. Harter (1988) explains this concept as a psychological trait that develops as a result of self-evaluation of emotions, thoughts and experiences obtained through the interaction of an individual with his environment (Bee & Body, 2009) Argun (2005) defines self as a concept which has many dimensions related to how the individual perceives himself and his judgements about himself; Dolgin (2014) expresses this concept as a part that forms the basis of selfesteem and is aware of the personality of the individual. Kulaksızoğlu (2006) states that this concept emerges as a result of acquiring new information and interaction with the environment and may change depending on the individual’s experiences. On the other hand, Demoulin (2000), who intersects with this concept, expresses self-perception as a concept that encompasses all of the positive and negative feedback and information obtained from individual experiences (Aydın, 2019). Vazou, Mantis, Luze and Kragh (2017) found that children with positive self-concept or perceived perceptions are more likely to be academically successful, and Molina (2015) observed that children with positive self-development have fewer problematic behaviours, states (Actor TopçuBilir, 2019). Having a positive self-development or concept motivates one’s behaviour and also manages one’s behaviour (Dolgin, 2004, p. 300). Oyserman and Markus (1990a; 1990b) also argue that individuals who do not have positive perceptions of themselves exhibit antisocial behaviour and are far from producing; Dolgin (2014) states that the positive self-concept enables the individual to be extroverted, supports friendship relationships, and gives the individual confidence to try new activities and deal with problems. Within the framework of the education process, children coming to school age become more autonomous in their self-assessment, with concrete self-concepts are increasingly known to be more abstract, comparative, and more generalized (Bee & Body, 2009). Considering that the self-development process of individuals is continuing in educational environment, which cover a large part of childhood and adolescence period, the evaluation and effects of all dimensions from peer interaction to education program are open to discussion and investigation. Music education, which has various functions in the development of the individual, is divided into three categories with its general, professional, and amateur dimensions. As a bridge between professional music education, which provides specific expertise in the field, and general music education, which supports all individuals in the society to receive music education at a basic level, diligent music education is a dimension of music education that is offered to individuals who love music and enables individuals to enjoy music (Uçan, 1994; Çağlar, 2011). Unlike Professional music education, without creating the anxiety of performing music perfectly and without discouraging the individual from striving; it is thought that this education which is taken through courses, public education and private lessons (Uçan, 1994, p. 25) contributes to the individual development of students, their realization of themselves, their social relations and their interactions with other individuals (Uslu, 2009), (quote Tepeli, 2018). Regardless of the level of musical readiness of the individual, the pragmatic music education supporting musical activities is often referred to as instrument education (Çağlar&Tekeli, 2018). Due to this feature,the elaborate instrument education, which is much more inclusive than Professional instrument education, responds to the musical needs of many people such as playing, singing and making music together. Therefore, it enables the masses to reach the musical environment and it is assumed that more people are instrumental is self-realization. Unlike the Professional music training does not require special qualifications to start the music and have seen many observed to work within the framework of human appealing amateur music education of amateur of instrument training in Turkey for the effect of child and adolescent self-concept or perception. At this point, it is thought that the research will be a resource for researchers and experts in music education and instrument education. In this study, it is aimed to investigate the effects of realistic instrument education on self-concept levels of children and adolescents aged 9-16 years. In this context, the problem statement of the research is: How are the self-concept levels of children and adolescents in the 9-16