A popular form of lifelong musical involvement and education in the United States is choral singing. Community choirs represent one way that adults can participate in this artform. Collegiate town and gown choirs are a unique option for musical engagement that is always intergenerational. The purpose of this study was to determine the motivational factors that affect participation in collegiate-based town and gown choirs. Variables included participants’ demographics, musical backgrounds, motivational factors that affect participation, and how motivational factors for participation differ between college students and non-student community members. Motives for participation were determined using Boshier’s (1971) framework of deficiency- and growth-motivated learners in adult education. Participants were recruited from town and gown choirs at three midwestern university campuses. Data were collected using the Education Participation Scale developed by Boshier (2005) to measure motivation for participation in adult education. A typical profile for a town and gown singers was White, female, and well-educated. Most participants reported an increasing involvement in grade school music and being a member of a high school vocal ensembles. Top motivational factors for participation in town and gown ensembles were Cognitive Interest and Social Contact. Significant differences were found between college student and community choir members for three Social Contact motives and one related to Cognitive Interest. Cognitive Interest and Social Contact were interpreted to represent growth- and deficiency-motivated learning respectively.