This study investigates the development of musical–practical competencies among seventh-grade students as a key pedagogical challenge in secondary education. Using a mixed-methods research design, the study examined the effects of a competency-based instructional model that emphasized active music-making, creative tasks, collaboration, and reflective practice. Data were collected through performance-based assessments, classroom observations, and student self-reflections. The results indicate significant improvement in students’ technical performance, expressive abilities, creative engagement, and learning motivation. The findings suggest that integrating practical and reflective approaches into music instruction enhances both musical outcomes and student engagement.