Music is an integral part of human life from an early age. With the development of mass media, various types of music, including those that may lack depth and quality, become accessible to children. Therefore, the key role of educational institutions, teachers, and Music Culture classes is to educate children on how to distinguish quality music from less quality music. During Music Culture classes, students come into contact with different types of music and various musical genres, and teachers are tasked with selecting musical examples that will best illustrate these concepts. With the introduction of a new curriculum, teachers have gained complete freedom in this selection. This thesis provides an overview of research that aimed to examine how primary school teachers in Croatia utilize their freedom in selecting musical compositions for listening during Music Culture classes after the implementation of the new curriculum. The research was conducted through qualitative interviews with ten primary school teachers. The research results indicate various approaches among teachers regarding the selection of musical compositions. Teachers who are actively involved in music outside of school often use their freedom in choosing compositions and incorporate listening activities into every class. On the other hand, teachers who are not engaged in musical activities outside of school often rely on previously prescribed compositions. The research also shows that younger teachers tend to value the freedom of choice more, while older teachers prefer previously prescribed compositions. Despite changes in the freedom of choice, most teachers still combine previously prescribed compositions with their own selections. Overall, the results suggest that the curriculum change has not dramatically affected the quality of Music Culture classes, and teachers believe that students still have access to quality musical works.