Relatively few music educators integrate relevant research findings from the field of cognitive science into their classroom teaching, despite the many benefits that engaging with this area can have for the practice and performance of music. In this paper, we examine a new module that aimed to teach cognitive and performance science to conservatory students. The findings from our study suggest that the module helped students practice more efficiently, tackle challenges during practice sessions, approach practice more analytically, discover mind-body connections, and perform more confidently. Further, the module fostered a sense of community among the students. The successes of this module provide a strong case for the benefits of incorporating cognitive science into the curriculum of higher music education.