Purpose: This study aims to enhance the professional training of Music Culture teachers in Uzbekistan in response to evolving educational policies and cultural standards.

Research methodology: A qualitative-descriptive approach was employed, analyzing normative documents, pedagogical literature, and current practices in teacher preparation.

Results: The study found that many teachers lack adequate theoretical and methodological foundations, hindering effective music instruction. Emphasis on integrating theory, performance, and modern pedagogy is essential.

Conclusions: Improving teacher training requires a comprehensive system combining musical performance, theoretical literacy, and creative teaching techniques.

Limitations: The study focuses primarily on secondary school teachers and may not fully reflect challenges at other education levels.

Contribution: It contributes to policy and curriculum development for teacher education programs in music, emphasizing the role of theoretical competence in classroom effectiveness.