Music education contributes significantly to students’ holistic development, fostering cognitive, emotional, social, and motor skills. Considering its relevance, it is important to contribute to understanding how teachers integrate specific methodologies, select didactic materials, and prioritize different domains of music education in Spanish primary schools. This study aimed to examine the perceptions of music teachers in the Valencian Community regarding two key dimensions: (a) knowledge and use of the main music education methodologies, and (b) importance assigned to music domains, such as vocal, rhythmic, auditory, and instrumental.A descriptive, non-experimental, cross-sectional design was carried out with a sample of n=370 teachers. Data were collected through a validated questionnaire and analysed using both descriptive (frequencies, means, standard deviations) and inferential (Mann-Whitney U tests and Spearman correlations) statistics.Findings revealed a predominance of methods such as Orff, Kodály, and Dalcroze. Less frequent approaches, including Willems, Suzuki, and Martenot, were nevertheless associated with higher self-perceived methodological knowledge. On the one hand significant associations were found between methodologies and educational domains, with the Willems method standing out as the most widely used in all four domains. On the other hand, Martenot method did not show significant differences in any of the four domains. The remaining methods show these relationships with the vocal and instrumental, but not with the rhythmic and auditory ones.These results provide insights into the methodological approaches and musical domains in music education in Spanish primary schools. In this regard, a relationship is shown between the musical methods used by teachers and the different domains of music education. It was observed that some methodologies tend to focus on specific musical domains, while only through Willems’ approach it appears possible to address all four domains comprehensively.