What are the motivational differences between students who intend to continue their learning in instrumental and choral music programmes and those who intend to discontinue? Using an achievement-goal perspective, this study investigated motivation and learning intentions of Australian students who had engaged in these extra-curricular music programmes in school. The results showed that continuing and discontinuing students differed from each other in mastery goals, performance-approach goals, self-concept of ability, enjoyment, devaluing of music, perceived parental support, and time spent on practice. Using mastery and performance-approach goals as predictors, this study located three clusters of music students: mastery-focused, multiple-goal, and unmotivated students. Multiple-goal students who endorsed simultaneously mastery and performance-approach goals had the most adaptive motivational pattern in learning their music programmes. Students in both mastery-focused and multiple-goal groups were more likely to continue their learning in these music programmes while those in the unmotivated group were more likely to quit.