The aim of this paper is to determine whether pupils have the opportunity to listen to the folklore music during their classes or extracurricular activities, based on the fact that it creates a positive classroom environment, as well as enables the pupils to develop various aspects of music appreciation. The research was founded on the hypothesis that folklore music, if present during the classes and extracurricular activities, favors positive attitude towards the traditional music of Hrvatsko Zagorje, the region where the subjects of this research live. Furthermore, the paper discusses whether the music teachers posses enough competence and training to conduct such activities. The research was conducted on a sample size of N=102 classroom and music teachers that work in the schools of Hrvatsko Zagorje. They had to fill in a questionnaire titled The traditional folklore in classes and extracurricular activities, specifically compiled for this research. The results demonstrate that the pupils are insufficiently familiarized with such type of the music, and that they do not listen to folklore music at home, which comes to show that they are not presented with sufficient opportunities to listen to it during regular classes or extracurricular activities. Moreover, the research results show that the teachers do not consider themselves skillful enough to teach classes about traditional folklore music. Nevertheless, a majority of the teachers expressed that they are quite familiar with the traditional music and folklore of Hrvatsko Zagorje. In addition, they believe that the knowledge regarding the traditional music and culture has a positive effect on pupils’ music skills, creativity, and spontaneity and that it creates a positive classroom environment. The paper further suggests that the teacher should integrate the folklore into the curriculum of the regular classes and extracurricular activities, correlating it with other areas of culture, in order to broaden pupils’ music horizons and develop their music skills. One may conclude that the teachers have the responsibility to look for the most creative and enticing way to introduce the traditional music through activities such as dancing, singing traditional folk songs and nursery rhymes, playing traditional instruments, playing traditional games and introducing the pupils to the folklore costumes. Of course, that is not where the possibilities of employing the folklore music into the curriculum end. The teacher should be resourceful, skillful and creative so they could pass on the knowledge of tradition and folklore music in a fun and enticing way, through various games, dancing moves and songs so that the pupils accept that type of music just as any other type of music. Apart form being a way of expressing one’s creativity, the traditional music plays an integral part of one’s everyday life and customs. Finally, each and every one of us has the possibility to get to know and learn about the traditional folklore music of our region by becoming a member of the local folk ensemble, thus giving ourselves the opportunity to see whether we like that type of music, does it entice us to learn more about it, and most importantly, whether it has a positive impact on our creativity and imagination.