This study explored the strategies used by university instructors to motivate students and how they perceive their effectiveness in in-person and online modalities. Educators in higher education must understand instructors' strategies for motivating students in in-person or online classrooms, as student motivation is associated with students' engagement, effort, and energy levels toward academic tasks and learning outcomes regardless of the learning modality. University instructors who had experienced emergency remote education (ERE) were invited to participate in the semistructured interviews designed to gain insights into the strategies they used to engage students before and during ERE. The participants shared their experiences in motivating students using various strategies, how they maintained student engagement, and what they gained from ERE. This study used the eMpowerment, Usefulness, Success, Interest, and Caring (MUSIC) Model of Academic Motivation (Jones, 2018) to define four concrete strategies university instructors use in their physical and online classrooms to support student motivation in postpandemic university education scenarios. [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.]