Across the globe, students begin and continue learning the piano for various reasons. For many this can be an engaging and enjoyable activity which enhances their commitment to learning. Foundational in this process, practice is an essential part of piano learning. Without the excitement of performing for others, for some practice may become uninteresting and repetitious. Ultimately, boredom may affect piano learners and obstruct their commitment and progress. In this article, we explore what motivates upper primary and secondary school piano learners to practice and how piano teachers can stimulate piano learners’ intrinsic motivations. We observed 34 upper primary and secondary school piano learners’ lessons in Melbourne, Australia. Subsequently, we interviewed the participants. Following thematic analysis, the findings revealed that students’ engagement with practice is influenced by their emotions, and by extrinsic factors such as parental support for practice. We offer new interpretations of how to connect self-determination theory to self-regulation learning based on previous scholar’s works. This article can inform music educators in motivating students’ piano practice and leading students to achieve progress.