This mixed methods study aimed to explore how using Model-Eliciting Activities (MEAs) in an aural skills classroom can promote student motivation and engagement. Aural skills courses, which focus on ear training and sight singing, benefit from MEAs--activities that require students to create models to solve progressively complex problems. As students develop and refine their models, they engage in a testing and iteration process that prioritizes learning over final outcomes, which fosters student empowerment. This approach fosters student empowerment, highlights the relevance of the curriculum, promotes success, and sustains interest within a supportive classroom environment. The specific MEA implemented within the aural skills classroom was focused on music transcription skills and used the MUSIC Inventory of Motivation survey to assess student motivation and engagement, complemented by follow-up interviews to explain the results of the survey. Students felt that MEAs empowered them to engage with the content in their own way. Being situated in a real-world scenario demonstrated the relevance of students' work and highlighted their potential for success. Many students expressed enthusiasm for the collaborative nature of the MEA, as well as for a prior activity that encouraged them to develop their transcription skills. Students also noted that a supportive environment increased their confidence. Additional findings included students expressing excitement for collaboration and benefits to their own perceived transcription skills. Overall, the findings suggest that MEAs create an opportunity within the aural skills curriculum to foster high levels of student motivation and engagement. [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.]