This thesis compares Music classes taught by teachers in combined classes with the Music classes taught by students of the University of Zagreb’s Faculty of Teacher Education in single-grade classes. National Curriculum for Elementary Schools (2006) sets out objectives and outcomes of teaching Music and other elementary school subjects. Teachers’ competence is crucial for teaching Music. If the class teacher is not competent or does not feel competent, they may attend training workshops in order to improve their skills. Since it is the teacher who helps pupils acquire new skills, the lack of confidence that a class teacher might feel with respect to its skills in teaching Music raises the question of whether Music classes should instead be taught by Music teachers. This thesis looks at the methodology of teaching Music in combined classes and analyses the teachers’ skills for teaching Music in such classes. The thesis also includes the students’ reviews on Music classes in single-grade classes and an assessment of the students’ competence in teaching Music at the very beginning of their teaching carriers. Pros and cons have been identified in both cases. On one hand, students of the University of Zagreb’s Faculty of Teacher Education were able to fully dedicate themselves to a single class and a single subject and were better at applying the methodology for teaching Music. On the other hand, teachers teaching in combined classes were highly experienced and knew their pupils very well. Having compared the two, I can conclude that, given the knowledge and expertise of class teachers in Croatia, the assistance of Music teachers in Music classes is not necessary.