In a bid to make formal music education experiences more relevant to children's lives, teachers have sought to incorporate aspects of children's informal learning practices into classroom settings. Singing games have a long history both in and out of school settings, and the recontextualization that occurs when brought into the music classroom typically leads to differences in issues such as player populations, modes of transmission, and pedagogical practices. This literature review examines the motivational impacts of these discrepancies, analyzing research on singing games through the lens of self-determination theory of achievement motivation. Self-determination theory posits that three basic psychological needs are essential for humans' optional functioning--relatedness, competence, and autonomy. Each psychological need is defined, benefits are described, and distinctions are made between the ways that the need is met or thwarted in informal and formal settings during singing game play. Suggestions for music teachers are provided.