This thesis considers the role of a teacher in developing musical abilities of pupils in lower grades of primary school. Acquisition of musical skills builds the pupils’ confidence, self-respect, satisfaction, self-discipline, physical coordination and many music-related skills. The thesis describes music as a beautiful art and how it is connected with human brain. Later on, the context of an educational institution and the curriculum connected to music lessons is described. Children who are musically gifted should from a very early school age be encouraged to engage in music intensively, to develop skills and should be pointed towards creativity. Musical education in school, as well as music as a school subject further explains the relevance of the things mentioned above. An open model of music classes and the project named “glazboplovstvo” is connected to music as a school subject. Furthermore, the teacher, music, inclusion and the music therapy is discussed. A teacher has to be musically competent himself so that he can influence the musical competence of lower grade pupils. This is why musical competence of a teacher is especially emphasized. The teacher should act as a motivator, mediator or a middleman and a teammate. The teacher should be musically competent, should have cognition about the basics of music and the methodology of musical culture, and should also be skilled in assessment of music teaching. Due to importance of assessment, one chapter covers this topic. A different chapter describes musical school which can have a great amount of effect on the musical abilities of a child. Choir is also listed as a way of promoting musical abilities of the children, just like the influence of the environment. The end of the thesis speaks about the contribution of the Faculty of Teachers Education students to musical abilities. It also shows some research examples, especially in the context of students’ and teachers’ viewpoints and evaluations about the musical area.