Music educators are guided by learning standards designed to foster comprehensive music literacy through development of four artistic processes: "Create," "Perform," "Respond," and "Connect." In-service teachers, however, cite lack of comfort and insufficient preservice preparation to engage students with these standards-based music activities (SBMAs). When secondary instrument techniques courses (SITCs) incorporate SBMAs, students report increased intrinsic motivation, performance ability, teaching confidence, and awareness of future students' perspectives. Despite these benefits, preservice programs typically do not include SBMAs in coursework. The purpose of this study was to examine SBMAs in SITCs related to preservice music education majors' performance ability, anticipated teaching comfort, and motivation. Research questions were: (1) What is the relationship between standards-based student performance achievement and comfort performing on and teaching secondary instruments? (1a) To what extent does engaging in standards-based music activities within a secondary instrument techniques course effect preservice teachers' performance ability on a secondary instrument? (1b) To what extent does engaging in standards-based music activities within a secondary instrument techniques course effect preservice teachers' anticipated comfort teaching standards-based music activities? and (2) To what extent does engaging in standards-based music activities increase intrinsic motivation? Participants (N = 51) completed SBMA-related assignments using a web application as part of their SITC coursework. They also completed three online questionnaires designed to document (a) comfort engaging with SBMAs on primary instrument and secondary instruments, (b) anticipated comfort teaching future students to engage with SBMAs, and (c) personal motivation constructs. Participants' "Perform" and "Create" achievement scores increased from first to second secondary instrument units. Correlation analysis revealed relationships between "Perform" and "Create" processes strengthened from first to second secondary instrument units; by conclusion of second secondary instrument unit, significant (p < 0.01) relationships existed among all process activities. Reported comfort engaging with SBMAs on secondary instruments increased in all four artistic processes, suggesting increased exposure strengthens comfort. Anticipated teaching comfort decreased slightly, possibly due to increased awareness of the complexities of teaching. Intrinsic motivation to engage in SBMAs was affected by background of SITC instructor. Results of this study support music teacher educators prioritizing SBMAs throughout preservice curricula. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]