Music has a great influence on children and it is therefore extremely important to correctly conduct music education from a child’s earliest age. The music programme cannot be differentiated. In general education schools, the emphasis is put on listening, while in Waldorf schools singing and playing an instrument are emphasized. Considering the large difference in programmes, this paper’s aim is to find out which teaching programme brings music closer to pupils. To get an insight into results, third-grade pupils belonging to three general education schools (Primary school Belvedere in Rijeka, Primary school Gelsi in Rijeka and Primary school Stoja in Pula) and two Waldorf schools (Primary Waldorf school in Zagreb and Primary Waldorf school in Rijeka) were questioned. The questionnaire consisted of 19 questions and the results were described and graphically presented. In the statistical analysis the Mann-Whitney U test, The Fisher test and the chi-square test were used. Through pupils’ subjective experience results, and insight was obtained into the advantages and disadvantages of programmes currently conducted in both schools. The data analysis showed that the music area of instrument playing had a positive effect and significant influence on Waldorf school pupils who due to that reason started to play another instrument, but also showed a higher interest in classical music. Nevertheless, Waldorf school pupils love music teaching to a lesser extent and do not feel the need for additional classes, while contrary to them, general education school pupils express a high interest in music teaching. The conducted questionnaire did not study if the influence of other school subjects or activities with integrated music contents in Waldorf schools made music education better. The questionnaire confirms that in general education schools the open model is not fully conducted with listening as a compulsory central activity, but it shows that pupils love listening. The conducted questionnaire results show huge differences in pupils’ attitudes and their answers leave space for further research.