Cognitive flexibility enables the rapid change in goals humans want to attain. In the laboratory, cognitive flexibility is usually assessed using the task-switching paradigm. In this paradigm participants are given at least two classification task and are asked to switch between them based on valid cues or memorized task sequences. The mechanisms enabling cognitive flexibility are investigated assessing two empirical markers, namely switch costs and n-2 repetition costs. Whereas the former is commonly attributed to active reconfiguration processes and interference resolution in memory, the latter is used as an empirical marker for inhibitory mechanisms to reduce conflict among competing tasks. In this study, we assessed both effects in a pre-instructed task-sequence paradigm and investigated to which degree musical training that has been shown to enhance cognitive flexibility in a domain specific paradigm transfers to non-musical stimuli and tasks. To this end, we collected the data of 49 participants that differed in musical training assessed using the Gold Musical Sophication Index (Müllensiefen, Gingras, Musil, & Stewart, 2014). We found switch costs that did not differ significantly among various degrees of musical training. N-2 repetition costs were absent for all levels of musical training, replicating former work that found reduced n-2 repetition costs in implicit sequence knowledge (Koch, Philipp, & Gade, 2006) with explicit sequence knowledge. Musical expertise did not influence performance to a significant degree and did not affect neither marker of mechanisms underlying cognitive flexibility corroborating former results.