The emphasis on testing within the curriculum in high schools in the United States has led to fewer opportunities for students to participate in elective courses. Federal and state testing mandates have contributed to the trend of students taking higher-level courses such as Advanced Placement (AP) and College in the High School (CHS) at the expense of electives such as music. This study examined the motivation students had to be successful in both music ensembles as well as in their AP/CHS coursework. Data sources included interviews, a focus group, and high school transcript evaluation. The study revealed that motivating factors, including, but not limited to, financial constraints, personal motivation, and parental involvement, aided in the participants' successes in music and/or their AP/CHS coursework. It was also determined that success in music did not always equate with success in AP/CHS courses, and vice versa. External factors, such as family dynamics and stability, may impact a student's motivation to succeed in the classroom. [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.]