Musical games used in Music class can be divided into several categories, but this paper focused on rhythm musical games specifically. Such games in class contribute greatly to the students´ development and progress. Musical games, as such, enable students to acquire knowledge through fun and play in class. It is for the reason desirable to use musical games with rhythms in non-musical subjects as well. Musical games with rhythms create a pleasant and relaxed atmosphere in class, encourage cooperation, relieve stress and fatigue. Musical games have a strong influence on students´ emotions. In order to stimulate pozitive emotions in the Music Education classes, the teacher should motivate and encourage students. When planning music games with rhythms, the teacher should be well familiar with individual characteristics, needs and wishies of each student. The teacher should have an insight into abilities of the students and their ways of learning. It is extremely important for students to use body music as well as instruments during the implementation of musical games with rhythms. In this way, students are more active and they become playful participants in the educational process. The competence of the teacher in planning and leading musical games with rhythms is also extremely important. A competent teacher nowadays should be able to organize modern teaching. With digital technology, the teacher brings the lessons closer to the students and makes musical games with rhythm more interesting and exciting. It should also be emphasized that teacher should have the competence to teach students with special needs. This paper also includes research with 70 classroom-teacher participants. The results show that teachers often use music games with rhythm in Music Culture classes. Teachers and students occasionally come up with such games on their own. Teachers occasionally evaluate students during games and occasionally conduct such games in non-musical subjects as well. Teachers state that they often praise students when they succeed in games and that students are very happy and often use instruments during games. When talking about technology, teachers most often use computers when using musical games with rhythms. The results of the research show that teachers believe that during games there are positive emotions, a relaxed atmosphere and socialization. There are also numerous examples of problems faced by teachers during the performance of such games, which is evident in the current work. Teachers mostly use adapted music games with rhythm when teaching students with learning difficulties, whereas, when teaching musically gifted students they use the same music games with rhythm.