In the context of lifelong learning, it is important to use clear terms for learners to successfully undertake learning. Because lifelong music learners are influenced by past musical experiences, their characteristics are best understood from the viewpoint of their musical experiences. The current study sought to clarify the influence of past directors on lifelong music learners’ motivation and action. In September 2018, a questionnaire survey was administered to 107 singers in five choirs. The survey involved three scales: “The director that most affected the music learner (including their music teacher)”, “Learning motivation” and “Learning action”. These three scales were based on the author’s previous research. The results revealed several main findings. First, the learner’s growth for directors increased the occurrence of introjected regulation. In self-determination theory, introjected regulation indicates that self-determination is low, and is not considered desirable. The current results suggested that introjected regulation was lower for independently practicing singers. On the other hand, director’s advice increased learners’ intrinsic motivation in practice. Thus, the current results suggested that directors’ advice can benefit learners’ practice, rather than determining the direction of their growth. This appears to be a characteristic of music learning. Because singers use voice in chorus, directors must reduce psychological obstacles and provide music for singers. In addition, the current study examined whether learners’ descriptions of previous music directors were positive or negative. The results revealed that directors’ advice in practice led in a positive direction for learners, but differed from self-determination. Kawamura (2004) proposed that directors are likely to provide learners with knowledge in music learning. The current results clarified the challenge in music learning identified by Kawamura, in which the learner and director must work in collaboration. In the current study, the director’s advice in practice appeared to lead to beneficial growth in the lifelong learner. Thus, it may be necessary to examine the perspectives of both learners and directors to promote effective lifelong learning.