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The creativity and general cognitive development of students are greatly aided by music education. In China, the government has taken action to nationalize the curriculum in recognition of the value of music education and to ensure that children across the country receive consistent, excellent music training. This study aimed to examine the impact of student motivation on academic achievement. Furthermore, it explored the mediating role of student motivation and the moderating role of saxophone teaching methods. The study includes a sample of 375 college students in China and uses a quantitative crosssectional design. The acceptance and integration of culturally appropriate music curricula, teaching strategies, and educational resources are referred to as nationalizing music education. Understanding the effects of nationalization on students' learning results requires a thorough understanding of student motivation and academic success in the music classroom. The principal data collection tool for this study is a survey questionnaire that examines the nationalization of music education, saxophone teaching techniques, student motivation, and academic accomplishment. The gathered data are examined using statistical techniques like PLS-SEM and moderation analysis. The results of the study demonstrated a direct and favorable relationship between music education and academic performance. Furthermore, it was discovered that students' motivation played a mediating role in this association, indicating that increased levels of motivation amplified the beneficial influence of music education on academic achievements. Moreover, it was noted that teaching modes play a moderating influence, where the use of experimental teaching methods amplifies the impact of music education on academic accomplishment, especially in practical and creative areas. This research enhances the current understanding by presenting empirical evidence of the complex connection between music education, students' motivation, and teaching methods. [ABSTRACT FROM AUTHOR]