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The aim of this study was to study the reasons for motivation and participation of trainees in folk dance lessons. In research fifteen interviewees who have participated to any degree in folk dance classes from various providers (adults, five men 33% and ten women 67%) participated, of which three also have the status of choreographer, working in cultural associations, schools and gyms. The interview was used to evaluate the motivations and methods of motivation through semi-structured questions. The results of the research record the positions of the respondents/ participants in folk dance lessons as a whole, who argued that by attending and participating in these courses their cognitive field is expanded, in terms of the variety of dances, but also the way, "the how "that is, to dance. At the same time, by deepening in the dances and the knowledge of the songs of each place, their relationship with the music is cultivated, as well as with the musicians themselves. Dance as a system, along with music and song, are projected as elements of the cultural identity of each community, expressing its uniqueness. It is important for everyone and especially for young people to know these elements, which have shaped and are shaping the collective identity and promoting the knowledge of the cultural heritage. So the state could focus on three areas to achieve this goal. On the one hand to invest in formal education, on the other hand in local government and local cultural institutions, giving both the theoretical (training seminars for educators/ teachers/adult educators) and the practical context (courses, parties, support events through the performing arts) and financially supporting the teaching of folk dances.