Thuntawech S.Saibunmi S.Mahidol University2026-06-052026-06-052026-01-01Research Studies in Music Education (2026)1321103Xhttps://repository.li.mahidol.ac.th/handle/123456789/117093This study explored Thai parents’ motivations and perceptions surrounding piano exams, focusing on the perceived benefits, challenges, and long-term objectives associated with these assessments. Using a mixed-methods approach, data revealed that parents primarily viewed piano exams as a means to establish strong musical foundations; foster discipline, patience, and responsibility; and support their children’s holistic development. Certification from internationally recognized boards, such as the Associated Board of the Royal Schools of Music and Trinity College London, was particularly valued, as it provided a respected benchmark of progress and skill. Although exams were seen as opportunities for tangible accomplishments that build confidence and perseverance, parents also noted drawbacks, including exam-related stress, the high financial costs involved, and the potential for these exams to limit musical creativity due to a focus on standardized repertoire. Although parents valued the skills and discipline fostered by piano exams, they generally did not envision music as a professional pathway for their children. Instead, they regarded the skills gained as transferable, supporting broader academic and personal pursuits. Furthermore, a strong preference for international exams emerged, attributed to the limited visibility and perceived credibility of Thai-based exam systems, emphasizing a need for greater promotion and recognition of local alternatives.Social SciencesArts and HumanitiesArticleSCOPUS10.1177/1321103X2614484082-s2.0-10504005843118345530