This study investigated the teacher and student perspectives regarding music integration in a history classroom. The goals were to discover the degree to which history teachers use any level of music integration, to understand the motivation behind why teachers use music integration, and to study the extent to which this has an impact upon student motivation. This study utilized a mixed-methods sequential exploratory design. Participants included 305 history teachers who integrate music into their history curriculum and 496 history students from the classrooms of the teacher participants. Two researcher-developed instruments were utilized to gather quantitative data. One instrument was a History Teacher Questionnaire and the other was a History Student Questionnaire. In addition, an adapted form of Vallerand et al.'s(1992) Academic Motivation Scale was used. The qualitative phase implemented interview protocols that were administered to 15 history teachers who volunteered from...

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