This study aimed to explain motivational factors that influence students’ intentions to continue studying music in high school and their achievement in high school music. The participants were 180 male Year 7 and 8 students in a high school in Australia. Principles of self-determination theory were used to hypothesize a structural equation model (SEM), in which the satisfaction of basic psychological needs predicted students’ valuing of music as a school subject, as well as their intentions to continue and their achievement. A two-wave longitudinal design was used to account for prior variance in the dependent variables and to expand on prior, cross-sectional research. The SEM explained 73.1% of the variance in music elective intentions, 60.7% of the variance in students’ valuing of music, and 53.7% of estimated grade. The findings build on existing research regarding the importance of psychological needs satisfaction in the domain of music and the longitudinal findings lend further support for causal links between the fulfillment of basic psychological needs and the internalization of values in the domain of music education. The results and implications for future research and practicing teachers are discussed.

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