The effects of context and task on learning and memory have been an important area of research, including levels-of-processing approaches that emphasize processes during learning (Craik & Tulving, 1975) and approaches that emphasize a match of conditions during learning and a later test of memory (Tulving & Thomson, 1973; Morris, Bransford, & Franks, 1977; Proteau, 1992). These two approaches were tested in 3 experiments on memorized music performance (a form of serial recall). Auditory feedback (presence or absence) was manipulated while pianists learned musical pieces from notation and when they later played the pieces from memory. Auditory feedback during learning significantly improved later recall, consistent with levels-of-processing approaches. However, auditory feedback removal at test did not significantly affect recall, nor was there an interaction of conditions at learning and test. Auditory feedback in music performance appears to be a contextual factor that affects learning but is independent of retrieval conditions.