This research aims at exploring the effects of applying computer-assisted music instruction to Chinese musical instruments. To achieve the purpose, this research began with developing computer-assisted instruction software for Chinese musical instruments, and tested it with 228 students in a vocational high school. This research adopted the pre and post-test nonequivalent control group design. Three classes were assigned to the experimental group with “CAMI in Chinese musical instruments”, and another three classes were assigned to the control group with “traditional narrative teaching approach.” The entire experiment lasted 5 weeks. Collected data were analyzed by SPSS for Windows10.0 and LISREL 8.52. The statistical approaches for this study include descriptive statistical analysis, analysis of covariance (ANCOVA), and structural equation modeling analysis (SEM). The conclusions are as follows:1. Regarding to students’ learning achievement in “learning Chinese musical instruments”, CAMI approach is superior to the traditional narrative teaching approach.2. In “Learning Chinese Musical Instruments” course, students possess an affirmative perspective in the application of CAMI approach.3. The relationship among “software interface”, “learning attitude” and “cognition learning achievement” tends to be positive.4. CAMI in Chinese musical instruments software is a satisfactory assisting tool for teachers in “LearningChinese Instruments” course.