For many people, the appeal of music lies in its connection to human emotions. A significant body of research has explored the emotions that are experienced through either the formal structure of music or through its symbolic messages. Yet in the instrumental music education field, this emotional connection is rarely examined. In this article, it is argued that identifying more about "liking music," especially in young learners, has a role to play in explaining the music-learning experience and how participation in learning can be sustained. Based on findings from the qualitative elements of a larger study that explored student engagement with learning, this article proposes the concept of "affinity" as the affective and subjective connection to music that motivates individuals' continuing involvement with music.