To understand the process of students' motivation in extra-curricular activities, I interviewed four teachers who were involved in piano, tutoring, drums, and English about how their students' motivation had transformed from when they first became involved in the activities. Qualitative analysis was performed by employing Trajectory Equifinality Modeling (TEM). Results revealed that extra-curricular activities were characterized by seven stages : initiation, adjustment, laziness, toward stability, stability, completion, and after completion. The results indicated that the four teachers always expend much effort to motivate their students, especially in the adjustment stage. It was further revealed that the toward stability and stability stages are turning points in the students' motivations. For example, in latter two stages, events like music recitals and licensing examinations enhance students' motivation, which result in longer practice time. Subsequently, after the events, the students reach the next level and move toward stability. Consequently, it is important to adjust to lessons and undertake events to become more motivated in extra-curricular activities.
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