Henry Brooks Adams (1907) once stated, “A teacher affects eternity; he can never tell where his influence stops.” This demonstrates teachers’ enduring impact on students and the society. Exceptional educators not only shape learners’ knowledge and abilities but influence the values and development of the society, thus the importance of teacher education is beyond doubt. Systematic teacher training ensures that educators possess both professional competence and enthusiasm for teaching, enabling them to continuously exert positive and transformative effects on learners.　　Deci and Ryan’s (2000) self-determination theory proposes that various types of motivation differentially affect students’ learning performances. Students with strong intrinsic motivation show sustained interest and perseverance, willingly engaging in challenging tasks and maintaining a positive learning attitude. In contrast, when the extrinsic motivation arises solely from external expectations or pressure, it may result in passivity, anxiety, and reduced learning effectiveness. In addition, intrinsically motivated learners tend to demonstrate a higher level of learning interest than those who are externally regulated. In Taiwan, previous research has pointed out discrepancies between the content of teacher education courses and the real education scene (Lin, 2020). Moreover, preservice teachers’ satisfaction toward such courses has generally been neutral rather than satisfied (Chang, 2024). Hence, investigating the motivation , attitudes and expectations of preservice music teachers as well as understanding the interrelationship between them are essential for improving both program design and learning outcomes.　　This study employed a self-developed questionnaire comprising three dimensions: motivation of taking the teacher education courses, learning attitude, and course expectations, targeting preservice music teachers from National Taiwan Normal University. A total of 43 valid questionnaires were collected. The data were processed using the SPSS program, and descriptive as well as correlational statistics were applied to present the overall distributions and relationships among the three dimensions. As all variables were measured on a five-point Likert scale, both Pearson’s coefficient and Spearman’s rank correlation coefficient were calculated to ensure the robustness of the results.According to the results, this study will discuss:The descriptive results of motivation, attitudes, and expectations of teacher education courses for preservice music teachers. The relationships among motivation, learning attitude, and course expectations of taking the teacher education courses for preservice music teachers.