Music is an integrated part of everyday life of almost all human beings, and is present in their lives from the earliest age. By enriching child's environment with various musical stimulations, we can impact musical, as well as child's overall development. Moreover, music education is essential part of preschool and school curriculum. Every preschool institution, according to National curriculum for early and preschool education (NKPRO), plans and creates its own curriculum. One of the possible approaches to teaching music in preschool may be the Orff pedagogical approach because it is consistent with NKPRO-s objectives, values and principles. Carl Orff and his associate Gunild Keetman had envisioned a holistic approach inspired by Greek ideal „Musike“ which connects movement with music and addresses it to music and dance students. By taking into account children's playful, curious, imaginative, creative and active nature later on, Orff adapted his approach to them. He integrated the music with movement and speech through the processes of imitation, exploration and improvisation. This paper offers an insight into Carl Orff's biography, the origin of the approach and its fundamental characteristics, the personal characteristics of Orff teachers, the history of making and overview of the instruments, and finally, some of the activities included in the professional development program about the Orffs pedagogical approach to teaching music and its implementation with preschool children. Preschool teachers can not implement this approach in the holistic way as Carl Orff intended, because they simply do not have enough musical competences. However, by taking part in workshops and professional development programs, they can improve their own musical competences and use some of the elements of the Orff approach in order to provide the children aesthetic and personal experiences through various art forms.