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 the sample. Data was analyzed using descriptive statistics, frequency distributions, item analyses, and several exploratory factor analyses to investigate constructs (sub-scales) of the instruments. Several confirmatory factor analyses were completed to confirm that factors were meaningful and interpretable. Finally, composite variables representing these factors were transformed for bivariate correlational analyses. Major findings suggested that when history teachers integrated music into the curriculum, they were able to activate critical thinking skills, specifically creating, analyzing, and sequencing; they were motivated to integrate music based upon the benefits they saw in student performance and the experiences/perceptions they had personally; and they perceived students as being more enlivened, working together more productively, and connecting more to the teacher. Student findings indicated that students' learning was positively impacted, and they connected more with their teacher when music was integrated. Comparing teacher and student findings revealed strong, positive correlations between the teachers' perception of the impact of music integration upon student motivation and the student performance and teachers' experience when they integrated music. Additionally, the findings suggested that when students experienced motivation in one area of intrinsic motivation, as measured by Vallerand et al.'s (1992) Academic Motivation Scale, they would experience motivation in the other areas measured by the instrument.