Music contributes to children’s social-emotional, linguistic, and cognitive development. Research showed that music-based activities not only support learning and engagement but also foster identity, creativity, and well-being (Barrett et al., 2018). In preschool classrooms, music is regularly used to structure routines, support transitions, and enrich classroom interactions; however, there may be several factors that account for the music included in the classroom. Many preschool teachers lack confidence and formal preparation in music education, limiting the teaching of basic music skills such as singing in the classroom (Bautista et al., 2024; Savage et al., 2025). This mixed-methods study investigated how Head Start preschool teachers use music in their classrooms. Specifically, we examined how frequently music is incorporated, the purpose of music, and how musical backgrounds and experiences shape the inclusion of musical activities. Forty-five Head Start teachers completed a structured questionnaire to examine the frequency of music in the classroom and their confidence during singing, instrumental activities, and other music making activities. From the questionnaires, six teachers completed a semi-structured interview in which they he presence (or absence) of live performances in their schools, the influence of school-, state-, or district-level guidelines, prior experiences with music, and perceived needs for professional development in music education. Preliminary qualitative analysis revealed five overarching themes. First, music as a daily anchor in classroom life: teachers consistently used songs to structure routines, transitions, and group activities, making music a predictable and comforting feature of daily practice. Second, music as a vehicle for learning and development: music supported academic concepts (letters, numbers, vocabulary, science) as well as socio-emotional skills, including attention, memory, and self-control. Third, teachers’ personal musical backgrounds shaped their confidence and creativity, with those having choir or instrumental experience integrating music more flexibly, while others relied on CDs, videos, or scripted resources. Fourth, all teachers emphasized the lack of professional development and resources, highlighting limited opportunities to expand beyond basic practices. Finally, contextual barriers, particularly those linked to COVID-19 restrictions, disrupted singing, live performances, and collaborative music-making, though some teachers adapted with recordings or virtual activities. Our study offers insights into how music is utilized in the Head Start classroom and highlights the need for targeted professional development. Results and implications for supporting teachers will be discussed in the context of musical development in early childhood education.