school year 2006-2007 music lessons in primary school have been carried out by the open model in which the teaching field of music listening considers as the only necessary field. Instead of superficial learning, besides necessary music listening, teacher focuses on one field of free choice, which he/she decides about completely individually, in harmony with student’s wishes and possibilities. This work contains of theoretical part that describes the history of music lessons, teaching of Music culture and teaching fields. Empiric part starts with a number of research questions to be answered by analyzing the surveys. The survey wanted to determine the preferences of the fourth, sixth and eighth grades of the two elementary schools in Osijek towards teaching fields considering age, gender, (non) extracurricular activities, (non) listening to classical music in free time and considering parental (non) listening to classical music. The results show that students have a positive attitude towards the teaching of Music culture and classical music, although most of the students do not listen to it in their free time. Furthermore, the results suggest that there is a statistically significant difference in the preferences of teaching fields in terms of age, sex and (non) attending activities, statistically significant difference in the preferences of teaching fields with regard of students (non) listening to classical music in free time and that there is no statistically significant difference with regard to parental (non) listening to classical music does not exist. It was also found that an equal number of students think that media and music teaching (don’t) influence their musical taste. The results also show that representation of teaching fields, besides singing, is not proportional to the students’ preferences. And finally, research results show that students feel comfortable during Music culture lessons and that most students think that Music culture is an important or somewhat important subject.