Students with exceptionalities often find music to be a powerful outlet for expression, connection, and emotional regulation. For many, music becomes more than a subject—it becomes a vital part of their identity and a means of human connection (Jellison, 2006; Kaikkonen, 2016). The purpose of this study is to understand the lived experiences of students with exceptionalities in i²Choir (a inclusive intergenerational choir for students with exceptionalities on University of Nebraska-Lincoln campus) and how those experiences shape their continued engagement with music throughout life. This research centers their voices to inform more inclusive, motivating, and engaging teaching practices (Darrow, 2010; Deci & Ryan, 2008; Gilbert, 2018).The study explores three guiding questions:What motivates students with exceptionalities to remain involved in music across their educational journey and beyond?How do in-school experiences inspire independent engagement with music outside the classroom?Which musical moments or experiences foster joy, fulfillment, and a lasting love for music?By examining these questions, the research aims to reveal how music education can promote autonomy, self-expression, and engagement for students with exceptionalities (Bryans-Bongey, 2018; Carnahan et al., 2009; Evans, 2015; Hahn, 2010). These insights can guide teachers in designing classrooms that both accommodate and celebrate diverse learners (Scott et al., 2007).My interest in this topic stems from over ten years as a K-5 general music educator in Omaha Public Schools, where I witnessed how inclusive strategies—movement, visual supports, peer partnerships, and choice-based activities—enhanced student engagement and belonging (Bryans-Bongey, 2018; Hammel et al., 2007; Jellison, 2006). Participation in the i2 Choir (Inclusive, Intergenerational, Exponentially Better Together Choir) at the University of Nebraska-Lincoln has further shaped this work. One transformative experience involved a choir member with exceptionalities who began conducting a piece—an opportunity he continues at each concert (Darrow, 2010; Deci & Ryan, 2008; Evans, 2015). His pride and growth exemplify the impact of inclusive practices.This presentation shares findings from a literature review on students with exceptionalities in music education, supplemented by related fields such as psychology, neurology, and intellectual disabilities. Insights from this review will guide the next phase: a grounded theory study with i2 Choir participants (Corbin et al., 2014; Parker, 2009; Glaser et al., 1998). The goal is to construct a conceptual model identifying key motivational factors that sustain students’ musical engagement across settings. Ultimately, this work seeks to advance inclusive, accessible, and lifelong music learning for all students.