A central challenge nowadays for higher education programs, particularly in specialized fields like music education, is to ensure that initial student enthusiasm translates into long-term professional commitment. There is a widespread concern within the field that a potential disconnect between students' initial aspirations and their actual curricular experiences may lead to motivational decline during their university years. This raises critical questions about how programs can effectively nurture and sustain the passion that students bring with them, thereby preventing a potential talent drain from the profession.To provide an evidence-based perspective on this issue, this study offers the first systematic meta-analysis of research exploring the in-program motivational dynamics of music education students. Synthesizing a body of literature that is both limited and methodologically diverse, this research aims to identify the core factors that are consistently associated with the sustainment of students’ professional motivation and identity throughout their university journey.This paper has revealed that while intrinsic factors such as the enjoyment of music and a desire to teach are primary drivers, their persistence is heavily reliant on external conditions. The analysis consistently identifies two elements as pivotal for sustaining motivation: the presence of active mentorship and a supportive, engaging learning environment. These factors are shown to significantly shape students' career trajectories.The synthesis suggests that the key to fostering resilient professional commitment lies not just in what is taught, but in how the educational ecosystem is structured. To bridge the gap between student aspirations and professional reality, curricula should be intentionally designed to include robust mentorship opportunities and to cultivate a community atmosphere. These elements are fundamental to helping students transform their initial passion into a durable professional identity.