Violin intonation of melodic intervals is not always arranged in learning methods through progressive exercises as other technical problems are, because traditional violin teaching was addressed to students with an innate skill for good intonation. However, the professional experience of many teachers reveals that clear improvements may be achieved through the practising of specific exercises of that kind. The present work studies the evolution in their intonation skill experienced by two groups of beginning students: the first one trained by special intervallic exercises (experimental group) and the second one learning in the traditional way (control group). An accurate acoustical analysis was required to extract intonation frequencies from recordings performed by the students. The comparison of results between groups was made using two statistical methods: analysis of variance and t-test for dependent samples. The statistical analysis corroborated two initial hypotheses: specific intervallic exercises have an immediate influence and, also, a long term influence on the intonation skill of the selected students.