Music is a powerful educational tool that supports children’s cognitive, physical, social, and emotional development (Hallam, 2010). Integrating music across subjects not only cultivates musical skills but also enhances language proficiency, mathematical abilities, motor development, and cultural understanding (Hallam, 2010; Ilari et al, 2013). Arts integration entails shared goals, content, and pedagogical strategies across disciplines, enabling students to engage deeply with content through creative processes (Bresler, 1995; Jacobs, 1989). This study investigates Taiwanese elementary classroom teachers’ beliefs, attitudes, and practices regarding music integration.To address this purpose, I surveyed 200 Grades 1-6 classroom teachers using a 70-item, five-point Likert questionnaire adapted from O’Keefe et al. (2016). The survey measured (1) the frequency of music integration across Chinese language arts, English language arts, home languages, mathematics, social studies, science, visual arts, performing arts, physical education (PE), and classroom management; (2) the types of musical skills/activities used; (3) the factors that most influence teachers’ decisions when implementing music integration; and (4) teachers’ attitudes toward music integration.Results indicated that music was most often used for classroom management (27.5% frequently; 12% very frequently), whereas mathematics had the lowest integration, with 41.5% rarely using music. Teachers who had received professional development (PD) in music integration reported higher overall use (Md = 3.00) than those without PD (Md = 2.75), Mann-Whitney U = 1281.00, Z = −2.38, p < .05. Listening to music was the most common activity (24%), while reading music was least used (2%). A confirmatory factor analysis tested five hypothesized influences on integration decisions—Language Development, Mathematics Skills, Motor Skills, Motivation, and Holistic Education. A one-way ANOVA showed significant differences among factor ratings, with Motivation highest (M = 4.14) and Mathematics lowest (M = 3.12), F(4, 995) = 76.86, p < .001, η² = .23. Teachers’ views were generally positive: 69% agreed and 15% strongly agreed that music integration is effective; 66.5% agreed and 15.5% strongly agreed that students enjoy it. However, only 46% reported familiarity with implementation strategies, and just 34.5% agreed and 7% strongly agreed that they felt confident using music as an instructional strategy.These findings underscore the need for PD to build teachers’ confidence and skills in integrating music across subjects. Teacher education programs in Taiwan should prioritize music integration training and provide sustained guidance for classroom teachers.