In this paper, we have studied the conditions under which music education exists in the Danish school system. We have specifically been interested in the teaching of music in public schools and in music schools. We have built this paper upon a study done at Aarhus University, in which it was revealed that the musical education system is facing a series of challenges, especially in relation to the public school system, the teacher’s education and the obligatory collaborations between the public schools and the music schools. We have also involved existing theory on different aspects of teaching, such as Hanken and Johansen’s theory on “factors of settings” and Frede V. Nielsen’s “types of reasoning for music as a subject”. To analyse these conditions, we have conducted two different types of studies – firstly, we made two polls, in which we collected data and information about how both public-school music teachers and music school teachers felt about the conditions under which they teach, for instance regarding their paid preparation time and their interinstitutional collaborations. Thereafter we conducted four interviews with two teachers from each institution based on the knowledge we gained from the polls. As a theoretical framework, we have used narrative theory, which focuses on how humans tell and understand stories, and how any story told by a person is a valid point that should be analysed as such. Along with this, specifically regarding analysing the results of our polls, we used thematic analysis in order to systemise the narratives from the polls. From our analytical work, we have found that there are four primary challenges within the music education system: Physical setting, teacher prerequisites, preparation time and collaboration. Physical settings pose a challenge, as music is a subject that requires physical space and musical instruments in order to function. There are also challenges regarding teacher’s prerequisites, as a large number of music teachers in the Danish public school system are not educated in the field. In relation to preparation time, the teachers seem to struggle with having enough time to prepare for their music classes, as their preparation time is calculated along with time for meetings etc. Lastly, they face challenges in relation to the collaboration with the music schools, as there seems to be a disagreement as to how these collaborations should function and what actually constitutes a collaboration. Side 1 af 134 Aalborg Universitet Kandidatspeciale Forår 2021 F. V. Østergaard & A. Bønkel We have concluded that most of these problems stem from a lack of funding from the Danish state, and that, if Danish society is interested in conducting proper music education, then there needs to be a shift in how money is distributed.