In a series of studies, we aimed to investigate whether an incidental learning procedure could benefit the acquisition and consolidation of pitch-label associations. Participants were asked to respond to the target (note names) while ignoring the cues (either tones or tones with note positions). In a pretest and posttest, we further analyzed their ability to guess the name of the tone in a tone naming task. In Experiment 1, participants were divided into a multiple-cues group (with both note positions and tones as the cues) and a tone-cue group (only tones as the cues). Overall, nonmuscians were able to learn pitch-label associations, however, the multiple-cues group showed worse performance, suggesting an overshadowing effect. In Experiment 2, we recruited musicians and showed a significant increase in pitch identification. In Experiment 3, we focused on the role of intentionality in acquiring and remembering pitch-label associations. The results showed overall better performance for a deliberate group (instructed to learn the contingencies) compared to an incidental group (no instruction to learn the contingencies). Our research opens up new venues for the investigations of incidental learning related to the acquisition of musical features useful to performance (how to play).