This thesis explores the factors that impact students’ motivation in higher dance education, focusing on how teachers affect students’ motivation as perceived by the students. The surrounding factors are highlighted, for example, inner drive, inspiration from peers, families, and the impact of study environments. Motivation is introduced, with intrinsic and extrinsic factors highlighted, and the self-determination theory is discussed. The factors discussed in this thesis include pedagogical approaches, teacher-student relationships, and environmental influences. The study is based on quantitative research with a qualitative depth to dive deeper into the factors of motivation. The study conducted a quantitative questionnaire, with both pre-coded and open free-text answers. The questionnaire was spread in online communities of dance students in higher education, both active and alumni student groups. The thematic analysis reveals that students’ motivation is influenced by passion, peer support, versatile feedback, and the teacher’s enthusiasm for the subject. The findings emphasize the importance of reflective, student-centered, and supportive learning environments to foster student motivation.