Musical upbringing and education, as well as getting acquainted with the music of the world and local, traditional music, folk art, various crafts, customs and crafts, implies their total impact on the cognitive, emotional and voluntary part of the person and the overall development of the child. Previous research has shown that in practice there is insufficient focus attention on the identification of potentially gifted children and to encouraging of their development. Identification is largely absent or deficient for a one-sided approach to monitoring full-scale child development, ie. their developmental potential in artistic areas. The research was conducted with Classroom Teachers and Music Culture Teachers in elementary school. The aim of the research was to determine the level of identification of potentially musically gifted children. The research was conducted within a quantitative and qualitative methodology based on the application of a teacher sample survey. In order to determine the current level of interest in identifying potentially musically gifted children in elementary schools, a survey was created for the purpose of this research. The survey was created on the basis of available literature and previous research, consisting of open and closed type questions, which enabled the collection of quantitative and qualitative data. The survey questionnaire was used to examine attitudes of class teachers and teachers of musical culture about giftedness, musical talent, and gifted music lovers. Also, through open questions, in the final part of the questionnaire, respondents were able to present their own experiences, thoughts and opportunities for progress in identifying music-gifted children and working with music-loving people.