This thesis studies the views, attitudes, and practices of a group of music teachers who teach in public primary schools with regards to their teaching practises and their interaction with their students. Within a theoretical framework drawn from sociologist Pierre Bourdieu, this study investigates the ways these music teachers have formed their musical habitus and acquired their cultural capital and the effects that these elements bear on their teaching practices. Additionally, Ι examine the ways that the teachers’ music culture shapes their views and stances towards the music cultures and tastes of their students, their opinions regarding the influence they have on the attitudes the latter exhibit towards musical learning and the degree that they welcome students’ musical preferences in their music lessons. The study has found that the teachers have formed their musical habitus through varied processes of musical socialization which started early, in their family and that their cultural capital has incorporated diverse influences from the learning environments they participated in. Their musical habitus and cultural capital affects, both explicitly and implicitly, their choice of repertoire, teaching material and instructive methods. The practices these teachers adopt in their teaching though differentiated, seem to comply with the principles of the formal curriculum. Students’ musical tastes and preferences are selectively incorporated in the music lessons through reframed ways.