Since 2019, the Music Curriculum Guidelines in Taiwan have been implemented, which are competency-based and emphasize three learning dimensions in music education: performance (singing, instrumental playing, and creative expression), appreciation (aesthetic perception and aesthetic understanding), and practice (artistic participation and application in daily life) (Lin, 2023). However, in the field of education, many students perceive music classes as lacking meaning and value, resulting in generally low levels of learning attitude. Chang (2022) pointed out that the usefulness and usability of knowledge significantly influence learners’ attitude, which in turn directly affects learning engagement. Similarly, Huang (2019) argued that students’ learning attitude is closely related to their expectations and value recognition of music classes, and can be enhanced through appropriate curriculum design. The purpose of this study is to investigate junior high school students’ learning interests through a questionnaire survey and statistical analysis, in order to assist music teachers in designing courses that align with curriculum objectives while addressing students’ actual needs. Based on Bloom’s (1956) taxonomy of educational objectives, this study mapped the three dimensions of the Music Curriculum Guidelines in Taiwan onto the domains of cognition, affection, and skills. (While Bloom originally defined these as the cognitive, affective, and psychomotor domains, the present study adopts the term “skills” to better reflect the emphasis on singing, instrumental performance, and music technology applications in music education.) Accordingly, a self-designed questionnaire titled A Study on Junior High School Students’ Interest in Music Learning was constructed. The questionnaire included items covering cognition (music theory and knowledge of composers), affection (musical preferences and emotional connections), and skills (singing, instrumental performance, and the use of music technology), with responses measured on a five-point Likert scale. Data were analyzed using SPSS. By using the Compute Variable function to calculate the mean scores among the three domains, the results revealed that students showed the highest interest in the “affective domain”. Further descriptive statistics indicated that students were particularly interested in music closely related to their daily life (such as advertising jingles, film soundtracks, and video game music) as well as in singing activities. Based on the findings, this study suggests that music teachers design lessons beginning with the domains students find most engaging. Teaching strategies such as “sound before symbol” and the integration of music activities connected to real-life experiences are recommended. Such approaches can enhance students’ motivation and participation, while fostering more meaningful and engaging music learning experiences.