In today’s music classrooms, many students question the relevance and value of their efforts, which can lead to decreased motivation and engagement over time. Grounded in contemporary research, this paper presentation examines and clarifies which activities and experiences music students find most meaningful, with the aim of informing teaching strategies that enhance motivation, persistence, and connection. Guided by fundamental questions that explore which activities students enjoy most, perceive as most beneficial to their learning, and how students ascribe value to these activities, this work draws upon psychological theories that differentiate between harmonious and obsessive passion, value, and meaning. By integrating both hedonic and eudaimonic experiences and explicit value-based connections, educators can create richer learning environments that resonate with a diverse range of learners. The application of Baumeister’s Four Needs for Meaning, integrated with Wong’s PURE model for meaning building, can help guide the selection of purposeful activities, mastery experiences, and community-building in both ensemble and classroom settings. This paper presentation proposes strategies for incorporating student choice, meaningful assessment, educational technology, and stakeholder involvement to cultivate a collaborative and motivating collegiate music culture. Practical, evidence-based tools to help students thrive musically, while fostering deeper personal and communal meaning in their educational journeys, are imperative for the contemporary music classroom.