This study adopted self-determination theory as means to understanding the motivation of university music students. The self-determination theory framework contends that three psychological needs of competence, relatedness, and autonomy must be fulfilled in order to maintain psychological wellbeing. In turn, needs fulfilment results in autonomous motivation, in which activities are perceived to be aligned with the self and are consequently experienced as personally important, interesting, and enjoyable. We surveyed students (N = 392) from schools of music in nine universities in Australia and New Zealand to examine whether needs fulfilment and autonomous motivation within the university music learning context would explain context-specific affect and behaviour. Hypothesised relationships were tested using structural equation modelling. Psychological needs fulfilment and autonomous motivation explained more frequent practice, more frequent quality practice, and a higher preference for challenging tasks. This study is among the first self-determination theory studies in the domain of music learning at the university level, and thus the results are described in terms of the potential of this theory to more fully explain interesting and under-researched aspects of this environment, including student wellbeing, anxiety, preparations for a long-term career in music, and pedagogical implications.