The prevalence of mental health issues among higher education students is increasing, and it has led to a growing acknowledgment of an advancing reliable source of support: music therapy. A comprehensive understanding of the specific music therapy methods utilized in university settings is strongly recommended. This scoping review maps the published literature on music therapy methods in higher education, alongside the identified therapeutic goals associated with each method, research objectives, and discerned implementation challenges.This review explored the 14 studies published between 2014 and 2024 that met the criteria, using Boolean and hand searches across six databases (ERIC, PubMed/Medline, JSTOR, Directory of Open Access, ScienceDirect, and Google Scholar) and three journals (Nordic Journal of Music Therapy, Journal of Music Therapy, and Australian Journal of Music Therapy). The findings indicate that the receptive method is the most commonly utilized, along with improvisational, compositional, and combined music therapy methods. The main therapeutic objectives focus on reducing negative emotions, including anxiety, stress, and depression, while promoting relaxation, emotional regulation, empathy, social connection, and overall well-being. This review outlines essential research objectives and ongoing challenges concerning methodology, implementation, and logistical factors, providing important insights for enhancing the role of music therapy in supporting student mental health in higher education.