Musical activities form an integral part of preschool education. They may be performed in various different ways and by using different resources and tools. This paper focuses on the preschool educator’s self-assessment of his or her competence to play a musical instrument and use said instrument when working with children. Since the preschool educators are given a high quality education in music during their studies, it is assumed that they apply their knowledge when working with children once they have finished their studies. The aim of this paper is to determine how the preschool educators evaluate their skill of playing a musical instrument and whether or not they use a musical instrument when working with children. The research was conductedusing a questionnaire and the participants were forty educators from four different places: Belišće, Valpovo, Bizovac and Petrijevci. The premise of this research was that educators positively evaluate their musical competence in playing a musical instrument, their singing skills as well as performing certain musical activities, that they have all necessary working conditions to perform such activities and that they have positive attitudes about their musical competence. The results of the research have demonstrated that preschool educators do not positively evaluate their competence in playing a musical instrument and that they do not perform musical activities on a daily basis. Furthermore, these results are related to their evaluation of the working conditions since the common practice in researched institutions was to share musical instruments and there has been often a lack of them. However, the research has shown that preschool educators have positive attitudes regarding the musical competence of preschool educators in general and consider is to be highly important. Moreover, they positively evaluate the skill of singing when working with children.