The role of contextual information during learning and recall has been a significant area of research in both verbal memory and motor control, including levels-of-processing approaches which emphasize processes during encoding/learning (Craik and Lockhart, 1975) and approaches emphasizing a match of conditions between encoding and recall (Tulving and Thomson, 1973; Proteau, 1992). These two approaches were tested in the domain of music performance, a highly sequential cognitive and motor task. Pianists played short musical pieces from notation 10 times, and then were immediately required to play them from memory without notation; availability of auditory feedback information was independently manipulated during learning and recall. Auditory feedback removal had little effect on performance during either practice or test, and there was also little effect of mismatch of auditory feedback conditions during learning and test. However, there was a robustly impairing effect of feedback absence during learning on errors during recall, consistent with levels-of-processing models. Explanations for this effect are discussed.