The purpose of this study was to examine preservice music teachers' motivation, social emotional skills, and perceptions of classroom climate during an online peer-assisted learning (PAL) experience. Participants (n = 27) included students in an introductory music education course who completed a teaching practicum using an online peer teaching format. The design of this study is primarily quantitative; however, follow up participant interviews (n = 4) were conducted to help further contextualize survey results. Quantitative data were collected via questionnaire measures (Coryn et al., 2009; Elliot & Murayama, 2008; Kaufmann et al., 2016; Kaufmann & Vallade, 2020) and follow-up interviews were conducted with four participants. Data revealed several moderately strong positive correlations between mastery approach orientations and self-regulation, course structure, and course clarity, indicating that participants' experiences were likely influenced by their individual motivation orientation, social-emotional learning skills, and perceptions of online classroom climate. Interview data provided further context for these findings by revealing participants' individual experiences with group interactions, peer feedback, student connectedness, and course structure. It is important to note that, given the small sample size and exploratory nature of this study, further research on this topic is needed before any interpretations can be strongly relied upon.