The purpose of this paper was to explore the concept of emotions, which are a daily human occurrence, and the connection between music and emotions. The theoretical part starts with the very concept of emotions and the relationship in which music, as a form of art, represents emotion and the listener, who experiences, receives, and interprets that emotion in his own way. The list includes the components of the music listening process, the significance of emotions in music, and the distinction between perceived and evoked emotions. The paper will delve into the impact of listening to music in class on the classroom atmosphere, the teacher's role in this process, the impact of music education on emotions, and the contribution of participating in musical activities at school to an individual's emotional state. As part of this work, research was also conducted at the Music School in Požega, where 134 students from the first grade of elementary to the third grade of secondary music school expressed their emotional experience with the eight musical examples they listened to using an anonymous questionnaire. For all eight compositions, at least 60% of students expressed the same emotion. Even 90% of students felt the same way about some compositions. We have not established statistically significant differences in expressed emotions among students based on their gender or the class they attend. Simultaneously, the determination of the difference did not depend on the students' prior knowledge of the composition. The results, therefore, confirm the universality of music in evoking emotions.