Learning music, particularly piano, encompasses technical proficiency and emotional expression, demanding a nuanced understanding of psychological influences. This study explores how mood, parental support, and resilience intersect to shape children's engagement in music education. Drawing from qualitative methods, three children actively engaged in music lessons and their parents participated in in-depth interviews. The findings underscored the pivotal role of parental support in fostering motivation and resilience among children learning music. Parents not only provided logistical support but also emotional encouragement and participation in practice sessions, which significantly enhanced their children's commitment to music. Moreover, positive mood states were identified as catalysts for increased motivation, concentration, and perseverance in music learning, whereas negative moods posed challenges to sustained engagement. Psychological theories such as Self-Determination Theory and Expectancy-Value Theory elucidated the mechanisms through which mood influences students' learning experiences. Effective teaching strategies that acknowledge and respond to students' emotional states emerged as crucial in creating supportive learning environments. By integrating insights from psychological research and considering contextual factors, this study advocates for comprehensive approaches to enhance students' emotional well-being and academic success in music education. Ultimately, it contributes to a nuanced understanding of the complex dynamics shaping children's involvement and resilience in piano learning, emphasizing the need for holistic educational practices that integrate psychological principles to foster both academic and emotional growth.