Motivating students is a perennial challenge in higher education. I address this challenge from the perspective of self-determination theory (SDT), which links satisfaction of the basic psychological needs for autonomy, competence, and relatedness to improved motivation and well-being (Ryan and Deci 2020). In this paper, I introduce SDT; present pedagogical strategies to foster students autonomy, competence, and relatedness in music theory and aural skills; and examine benefits of SDT for students learning and well-being. To illustrate, I share activities I designed to infuse my courses with SDT. For example, I invite Theory III students to choose their own music analysis adventure — a solo excursion, team quest, or guided tour — when we explore a modulating piece during class. I also provide examples of how to frame course-related communication to meet students basic psychological needs by supplying choices, rationales, and meaningful feedback. As shown by empirical research in psychology and music, pedagogical benefits of SDT are far-reaching, affecting students academic success, career commitment, and physical and mental well-being (Hatfield, Halvari, and Williamon 2025; Herrera et al. 2021; Zelenak 2024). I argue that small, intentional changes in pedagogy can make a difference. Recognizing opportunities and challenges for instructors with varying degrees of autonomy in their course design, I offer context-specific suggestions to help them implement SDT successfully. Instructors who include SDT in music theory and aural skills courses prepare their students not only to graduate but also to thrive.