The open model used since school year 2006-2007 gives teachers the freedom to choose compositions for listening, songs for singing or playing and to choose music games. According to the curriculum since 2006 music games are an independent teaching area in forth grade while in first three grades of elementary school they are a part of the teaching area called the elements of musical creativity. Except for the teaching area the elements of musical creativity, the programme of music lessons in first three grades of elementary shool is based on three more teaching areas: singing, playing and listening to music. The paper starts with research questions which were tried to be answered by analyzing the diary monitoring music lessons and teacher handbooks (Glazbeni krug 1, Razigrani zvuci 2, Razigrani zvuci 3) for discovering the presence of music games and the way the music games are played. The goal was to determine whether teachers use music games in their lessons and if so, to determine which category they belong to. Furthermore, the paper tried to examine in which part of the lesson do teachers use music games and how does the use of music games affect the pupils. The research which was carried out in February and March in 2015th in elementary school August Šenoa in Osijek showed that teachers use music games and the most used music games were with singing and the least used were with melodies/tunes and rhythms. The lessons of the teachers which used more music games were more dynamic and in that way they the lessons enabled to beat boredom and monotony and to enchance the pupils' motivation and attention. Therefore, the use of music games in class is extremely important and should be a part of every music lesson.