The study examined the various motives (reasons) that may have led an individual to become an orchestra conductor interpreting classical works, using Apter's (2001) Metamotivational Theory framework. Questionnaires derived from the theory, consisting of 92 possible motives for becoming an orchestra conductor, were presented to 101 orchestra conductors. Data were analysed through confirmatory factor techniques. An eight-factor motivational structure reflecting eight of the dimensions suggested by Apter's theory was evidenced. The motives most strongly evoked were the ones linked with emotion and emotional needs: making the audience feel the same strong emotions; feeling in communion with one's orchestra, on the one hand; and experiencing uncommon events in a permanently challenging way and, as a result, experiencing intense joy, on the other. In addition, clearly endorsed motives included being able to perform one's own interpretations of the classical works and, more generally, considering oneself as a maestro, a link to the great tradition of senior conductors interpreting classical music. (Contains 2 tables.)