This article evaluates a new curriculum for training of sight-reading skills in advanced pianists that combined three teaching strategies proven effective in an earlier study. The course was developed collaboratively and trialed in two implementations. Twenty-five participants were pre- and post-tested and their playing analysed using custom-made software. Mixed-model ANCOVAs were used to analyse performance data against the results from the individual training programs. The findings show that the students using the hybrid program improved significantly in their sight-reading skills in all four categories measured, surpassing progress made in the individual programs. Implications for future research include application of such a hybrid approach to the training of younger pianists and to sight-reading on other instruments.