Motivation in music education has been widely studied but there are still few studies on the specific environment of university orchestras, where artistic, pedagogical, and social dimensions converge. The subject of this study is motivational process of Philharmonic Orchestra of the Federal University of Paraná musicians (OFUFPR-Brazil). Grounded in Albert Bandura’s Social Cognitive Theory and Barry Zimmerman’s model of self-regulated learning, the aim of this research was to investigate musicians' motivation within the OFUFPR context, considering their self-efficacy beliefs and self-regulatory capacity, examining individual and collective processes.The research was carried out in two stages: (1) a survey applied to the full orchestra, composed mainly of undergraduate music students and recent graduates, and (2) a multiple case study with selected participants, involving semi-structured interviews, questionnaires, and participant observation. Findings indicate that repertoire selection, rehearsal scheduling, concert frequency, and program diversity directly affect musicians’ self-efficacy and their ability to regulate learning. Demanding repertoire combined with limited rehearsal time often served as both a motivational challenge and a source of anxiety. Results also highlight the collective dimension of motivation, as social belonging and group efficacy sustained engagement in the absence of financial incentives.This study contributes to global discussions on how orchestral education environments foster resilience, reflective practice, and persistence. It emphasizes the role of conductors and coordinators in shaping climates that enhance both individual and collective motivation. By linking organizational dynamics to personal motivation, this research offers insights relevant to music educators and conductors worldwide.