Undergraduate wind instrument majors’ (N = 60) perceptual and performance intonation achievement were measured and compared on seven separate tasks. Paired tasks between perception and performance that examined both melodic and harmonic contexts were included. Stimuli in multiple tuning conditions (equal temperament, Pythagorean, and just intonation) were incorporated in both perceptual and performance tasks, and participant achievement differences were compared across tuning conditions. Vocal performances were contrasted with instrumental performances as well as perception. No significant correlations were found between any of the seven tasks. Differences by tuning condition within tasks were mixed; significant differences by tuning condition were observed for the harmonic perceptual task and both of the instrumental performance tasks but not for any of the other tasks. Correlations between tuning conditions and the composite measures were mixed; neither of the perceptual tasks were consistently correlated while both of the instrumental performance tasks were significantly correlated between all tuning conditions and the composite. The melodic vocal performance task was also mixed with many but not all of the correlations between tuning conditions significant while all tuning conditions and the composite measure were significantly related on the harmonic vocal task. Vocal performances were significantly less accurate than instrumental performances. Melodic context stimuli produced significantly better results than harmonic contexts on the perceptual tasks as well as both the instrumental and vocal performance tasks. An examination of differences by direction and distance of approach in melodic tasks produced mixed results. In both the perceptual and performance melodic tasks, pitches that stayed the same were easier for the participants to identify and perform correctly, but there were no other consistent patterns based on either direction or distance. Significant differences based on the participants’ performance instrument were observed on the pitch discrimination task, and both of the instrumental performance tasks. The saxophonists had more difficulty with the discrimination task while the differences by instrument on the performance tasks were mixed. Recommendations for future research and implications for teaching are discussed.