For many musicians and music educators, finding the time and inclination to undertake further studies can be stumbling blocks to engaging in a program of research. Without self-development of this kind, understanding and rejuvenation of teaching and performance practices are unlikely to occur. Furthermore, as the academy ages, there is a responsibility on the part of those who support research students to replace themselves. The paper reports on a qualitative study undertaken with students in research higher degrees at masters and doctoral level. As part of a larger study, students were asked about their motivation to engage with music research. Students in the sample included composers, teachers, performers and songwriters. Most were enrolled in traditional thesis-based programs, but a small number were enrolled in programs with multi-exegetical outcomes. Voicing the concerns of students in research programs, the paper touches on such themes as intrinsic motivation, relationship to content, love of learning, and the access the academy provides to knowledge, people and facilities. (Contains 1 figure.)