Teachers’ musical abilities play a vital role in the quality of teaching and learning in music education. However, similar to many contexts worldwide, early childhood teachers in Hong Kong are trained as generalists, receiving limited training in both pedagogical and content knowledge related to teaching music. As a result, teachers have consistently reported low self-efficacy in both Hong Kong and global contexts. This study aims to examine the self-efficacy beliefs of early childhood generalists in Hong Kong regarding their musical abilities and how these beliefs may be reflected in their pedagogical practice.We conducted a sequential explanatory mixed-methods study to explore early childhood teachers’ perceptions of their musical abilities and how these perceptions impact their pedagogical practices. Teachers’ self-efficacy beliefs play a crucial role in determining teaching effectiveness and teachers’ competency development (Bandura, 2006). Grounded in self-efficacy theory (Bandura, 2006), the study surveyed 438 teachers and included in-depth interviews with 21 teachers from kindergartens in Hong Kong. The survey assessed teachers’ self-efficacy specifically regarding their musical abilities. Building on the survey findings, the interviews provided further insights into how these self-efficacy beliefs regarding musical abilities influence teachers’ pedagogical practices, addressing their professional needs and the challenges they encounter in music education.The survey showed that teachers’ self-efficacy in musical ability was generally low (M = 2.79/5). Teachers with formal music training reported significantly higher self-efficacy than those without it (M = 3.13 vs. 2.60), and regression analysis confirmed that formal music training is a strong predictor of self-efficacy in musical ability (β = .27, p < .001). The findings indicated that teachers’ self-efficacy beliefs play a significant role in influencing their pedagogical practices, particularly in relation to anxiety associated with singing and playing musical instruments during musical activities. More specifically, the interview data revealed five factors that influence teachers’ beliefs about their music teaching, including (i) low self-efficacy in musical skills, (ii) formal music training, (iii) challenges in musical instruction, (iv) implementation of play-based approaches, and (v) need for professional development opportunities. This study has important implications for teacher educators, professional development providers, and school administrators in early childhood education. It contributes to a deeper understanding of early childhood teachers’ levels of self-efficacy in musical abilities and how these may influence their pedagogical practices. The findings illuminate the required music competencies for effective music teaching, providing an evidence-based framework for future pre-service teacher training and professional development in music education.