This meta-synthesis aims to generate an evidence-based theory of joyful experiences in Dalcroze Eurhythmics sessions by collecting, analysing, and synthesizing findings from 49 primary qualitative Dalcroze studies published in English until the 31st of May 2023. Data analysis utilized ATLAS.ti 23 and the N-C-T (Noticing, Collecting, and Thinking) model. Connections and patterns were identified within the data. The theory that was generated explained the antecedents, nature, outcomes, and inhibiting conditions for joyful experiences in Dalcroze sessions. Dalcroze activities, which require active engagement and social interaction, led to accomplishments that, in turn, promoted high energy and intense joy. These experiences facilitated the opening of minds, other-embracing behaviour, improved musicianship, and enhanced individual and communal well-being. The theory provides a foundation for promoting joyful experiences in Dalcroze Eurhythmics sessions. Understanding factors that promote or inhibit joy empowers facilitators to create environments conducive to generating such elation. Educators can explore the theory's applicability to other music education and community music contexts. Dalcroze facilitators are encouraged to use creative, engaging activities, thereby fostering social interaction and experiences of success without competition or judgement. Creating a safe environment aligned with participants' abilities is crucial for fostering joy in Dalcroze sessions.