In this thesis, a primary research was conducted among educators using two methods: a survey questionnaire and focus group discussions. The aim of the research is to determine the level of musical competence that preschool educators possess and to examine their attitudes and experiences related to musical education in early and preschool education institutions. The online survey questionnaire was filled out by 67 female preschool educators, and other 17 female preschool educators participated in the focus groups. They were divided into four groups according to the years of service in the educational practice. The results of the research showed that preschool educators are aware of the importance of music education for the childrens overall development, however, the quality of the existing system of music education in early and preschool education institutions was mostly rated as satisfactory, while some teachers claim that it is extremely poor primarily due to modest spatial and material conditions . Although they mostly acquired their musical competences during formal, college education, the preschool teachers in the survey mostly answered that college education has a medium contribution to the acquisition of their musical competences. The educators in the focus groups believe that it is necessary to change two items in order for the existing system of music education in institutions for early and preschool education to become better. The first relates to the improvement of spatial and material conditions, and the second to the need to introduce music education for preschool educators by external collaborators.