Music is an art to which all living beings are exposed. Brđanović (2016) points out that the inclination and need for music are inherent in humans and thus form an inseparable part of human everyday life. According to Škojo (2020), emotions are short and intense affective reactions to some phenomenon, while according to Milivojević (2016), emotions are always human reactions to some event that has meaning for that person. Emotional development is not the same at every age because it develops simultaneously with cognitive development and emotional experience. A student of primary education is exposed to music except in his free time, at school during the Music Culture class. Music activates the student's brain processes and stimulates an emotional response. In addition to musical culture classes, activities such as playing, singing, listening and musical games can be used as triggers of emotions in primary education students, and in other subjects. Because it stimulates an emotional response, music can also be used as motivation in classes. According to Goleman (2020), emotional intelligence represents a set of emotional needs and urges and true values of a person and as such governs all forms of external behavior. It develops and builds, and the teacher can direct the student's emotional expression by directing students to musical activities. Since music can cause different emotional reactions in students, the teacher should know well the personality of each student. In addition to being a motivational factor, music can also have a therapeutic function. According to Breintfeld and Majsec Vrbanić (2011), music therapy is the use of music and its elements on a person or a group of people in a process initiated to improve communication, learning, encourage expression and other therapeutic goals. The aim of the research in this paper was to examine the opinions and attitudes of students of the Faculty of Teacher Education at the University of Zagreb about the importance of music in the emotional maturation of students. It is evident from the results that the students are mostly familiar with the terms that connect music and emotions, but the need for additional enrichment of student programs in this area can be seen.