This study aimed to uncover the issues affecting the effectiveness of music lessons in primary schools in Cyprus, when these are carried out by general teachers. This was achieved by testing the hypothesis that these issues are caused by general teachers' limited musical awareness; their negative attitudes towards (teaching) music; and inadequate support they receive in-service. This research was conducted during two waves. A positivist approach was initially employed using a survey (wave 1) amongst teachers who were appointed in public primary schools in Cyprus. However, a phenomenological approach was significant for the purposes of this study because no explanations of the issues uncovered by the survey (wave 1) were collected. Thus, in-depth interviews (wave 2) were carried out with a small sample of general teachers who discussed their past musical experiences, current feelings about and experiences in (teaching) music, and their views of the various forms of in-service support with special reference to music books, music curriculum, school musical facilities and the music inspector. The overall findings of this research confirm all three areas of the hypothesis, suggesting that current practice for preparing general teachers to teach music is inadequate. This study has implications and thus will be useful for: general teachers in realising their responsibility in providing children with positive musical experiences; teacher educators in understanding the kind of knowledge and skills that would enable student teachers to teach music effectively and with confidence; and the Cypriot Government to consider music as one of the primary subjects within the curriculum, and thus provide those who teach music with the appropriate in-service support. Suggestions for future research relate to recent developments in primary education in Cyprus, which have not been explored in this study (introduction of the 'new' music curriculum, 'new' music books and the use of music technology).