The aim of this thesis was to examine thoroughly different possibilities of teaching and learning songs in primary school music lessons. All educational cycles from lower to upper primary include some form of learning songs. Despite the fact that music lessons in the lower primary grades are conducted by the class teacher, it is important to acknowledge that the entrance to the world of music is happening directly through songs and singing, hence the children are familiar with them from a very young age, commonly even before their birth. In the institutional sense, song teaching and learning starts in preschool institutions, while primary school cycle remain responsible for the systematic development of intonation, child’s voice in general and introducing songs with their historical and cultural context. In this thesis my focus was dedicated to children’s music development in the context of songs and singing from the early childhood and preschool age to the completion of primary school. Furthermore, I have classified the types of songs, defined them accordingly and described their introduction in the educational cycle. Taking into consideration the quality of conducting music lessons, the methodical approach to song teaching and learning has been used, all the methods and possibilities of learning songs have been stated, the context behind learning songs and other closely related activities have been described as well as the activities that may be carried out in the context of song learning. By writing this thesis, I wanted to contribute to research and literature related to this field and provide guidance for future teachers, for their successful and creative lesson conducting.