The purpose of this essay is to investigate what teachers in class and music in the first two years ofelementary school thinks about using music working with reading, writing and language developmentof their pupils. Four teachers have been interviewed, two of them are class teachers and two of themare teaching music. Three observations have also been made in the classes of these teachers. Theresult shows that none of the teachers had any theoretical knowledge about the subject althoughsome of them where teaching in ways that combine music and language. The combination has beensorted under following headlines: learningstyles, integration of subjects, the expanded concept oflanguage, discrimination of sounds and syllables. The teachers didn’t have very much knowledgeabout learningstyles but they claimed to use as many ways of learning as possible. Most of theteachers wanted to work with integration of subjects when it helps the pupils to get a bigger picture.Integrate of subjects also create more networks in the brain and make the knowledge last longer.The music teachers use the expanded concept of music when their pupils are expressing the musicwith words, pictures or dances. All teachers work with discrimination of sounds when they help thepupils to listen carefully. Three teachers use syllables in their teaching. It is an important part inmusic as in language. The syllable is the rhythm of the language and it helps the pupils to pronouncea word neatly.