The purpose of the present paper is to detect and record the opinions of music educators in relation to the use of praxial or aesthetic music pedagogy and the reasons for the one or the other approach. Additionally, it aimed to trace teachers’ views on what can be done to follow the one or the other philosophy in schools. The study followed a qualitative research method and for the collection of the data, personal interviews with seven music educators and a focus group discussion with another ten music teachers were conducted. The results of the research revealed that the majority of the teachers opt for the praxial philosophy of music despite the fact that this cannot be followed for many reasons. The teachers believe that the educational authorities can contribute to the praxial approach implementation with important curricula changes and valuable funding to equip schools with musical instruments.