Music is an important component in the life development of every child and that is why it is extremely important to ensure quality music teaching in the first three grades of primary school, when students are led by class teachers through the educational process. In order for music teaching to achieve the outcomes and activities provided by the curriculum, the teacher must be confident in their own competencies. During the teacher's study, students acquire music education, which includes music theory knowledge, skills of playing a musical instrument while singing and methodological competencies for carrying out the Music Culture class. Lifelong learning, deepening of knowledge, skills and teaching competencies are crucial if the teacher wants to keep their teaching at a certain level of quality, and this includes the broadening of knowledge through some alternative approaches to music. As there are various alternative approaches in general pedagogy, which students get acquainted with during teacher training, in music pedagogy also exist various alternative music-pedagogical approaches that emerged in the early 20th century, about which students receive very little information during their studies. The most famous such approaches are the Orff-Schulwerk, the Suzuki method, the method of E. Jacques Dalcroze, Kodály's approach, the music-pedagogical concept of E. Willems and the functional music pedagogy of Croatian music pedagogy Elly Bašić. All these approaches are based on the open music-pedagogical principle according to which every student is believed to have musical potential. This paper will examine whether Orff Schulwerk and Orff instruments are used in primary education in the Republic of Croatia in the teaching of Music Culture and, if so, how often. The aim of the paper is to examine how familiar primary school teachers are with Orff Schulwerk approach, Orff's instruments and body music, and whether they apply them in their work with pupils. The survey consists of questions related to the introduction of alternative music-pedagogical approaches from the beginning of the 20th century during and outside studies, questions related to knowledge of the approach of Orff Schulwerk, Orff instruments and their application in the teaching of Music Culture. The research conducted in the Republic of Croatia on primary school teachers (N=143) indicates the need for change in the approach to music education starting with student education, and then revising the approach to music education in primary schools, in terms of more creative and free music-pedagogical approaches, such as the more significant use of Orff Schulwerk or Orff’s instrumentation itself.