The purpose of this study was to examine middle school wind players' ability to produce pitches in tune and perceive the degree to which these pitches were played in tune. Specific research questions addressed (a) differences in intonation achievement by grade level, instrument, and trial; (b) rank order of the most and least in tune pitches; (c) those pitches that best predicted overall intonation tendencies; (d) the correlation between overall intonation performance achievement and self-evaluations of intonation; (e) the correlation between students' self-evaluations of intonation and evaluations by expert judges. Participants were 87 middle school students. Each participant heard and then reproduced 18 different pitches presented in isolation 4 times in each of two trials. The flute pitches were notes in a G ⁴ to C⁶ chromatic scale. For the other instruments, the pitches were taken from a G³ to C⁴ chromatic scale. For each pitch presented, the student played back the same note and focused on tuning to the target pitch. Then, the students rated how well in tune the production was in comparison to the target pitch using a 5-point scale. Three expert judges rated the pitches produced by each student against their corresponding target pitches. The findings were as follows: (a) Intonation achievement in performance did not differ by grade level or trial but did differ by instrument. The flute subgroup performed significantly worse than did the other instrumental subgroups. (b) The most in tune pitches across all subjects were G³ and A³. The least in tune pitches were A⁴ and A#⁴. (c) Pitches that best predicted the global intonation tendencies were A⁴ and G# ⁴. (d) Student self-evaluations of intonation did not significantly correlate with the intonation evaluations produced by expert judges. (e) Student self-evaluations of intonation did not correlate significantly with the objectively measured intonation achievement.