The present study is an investigation of the effect of an author composed mouthpiece buzzing routine modeled by the teacher on beginning band brass students' intonation and tone quality. The subjects (N = 43) were sixth grade beginning band brass students from a large band program in the northeast region of Mississippi. The experimental group (n = 27) buzzed a daily routine modeled by their instructor at the beginning of each class period. The control group (n = 16) received no treatment and proceeded through normal classroom activities. The duration of the instructional period was ten weeks. This study utilized a posttest only design. An independent-samples t-test was conducted to analyze the data. Taken as a whole, there were no statistically significant difference in the scores for treatment and control conditions. Results suggest the inclusion of a daily mouthpiece buzzing routine does not have a significant effect on beginning band brass students' intonation or tone quality. Although not statistically significant, the measures lean toward improved intonation and tone quality. Results of the t-tests may have found no significant differences between means due to the wide ranges of variance in the two sets of scores.