Many schools worldwide rely exclusively on generalist teachers for music instruction at the primary level yet we know little about these teachers, their preparation for the task, and what they actually do in the classroom when teaching music. The extant literature in this area has focused primarily on boosting generalist teachers' confidence to teach music. Little attention has been given to their musical knowledge base and thus their competence for teaching music. This paper reports the results of an investigation of music teaching in one national school system that has almost no specialist teachers at the primary level. Drawing from questionnaire data augmented by classroom observations and interviews, the authors describe the nature and quality of music teaching in this system highlighting the issues that arose for these teachers.