||The purpose of this study was to examine early childhood music teaching processes and practices of public school elementary general music teachers in the District of Columbia Public Schools (DCPS). The goals were to (1) use the Opportunity-to-Learn Standards for Music Instruction: Grades PreK-12 and The School Music Program: A New Vision to evaluate the status of public school early childhood music programs in the DCPS; (2) and to understand the developmental and pedagogical implications of Developmentally Appropriate Practice (DAP), (3) identify the music education needs of elementary general music teachers regarding developmentally appropriate early childhood music processes and practice, and (4) extrapolate ideas from the research data that may be used in the development of practices and standards to guide a successful nationwide expansion of public school early childhood music programs. DCPS Elementary general music teachers were surveyed about their early childhood music programs and familiarity with and use of the early childhood music standards and guidelines outlined by the National Association for Music Education (NAfME). Four expert DCPS music teachers video recorded one preschool (3-year-old) and one prekindergarten (4-year-old) music class of their choice for 8 weeks. Survey data were collected via the Public School Early Childhood Music Survey (PSECM), and video data were coded using the Early Childhood Music Activities (ECMA) coding form, which were developed using NAfME standards and guidelines. Data from the surveyed teachers indicated a need for early childhood music training and certification programs. While the DCPS teachers were licensed to teach music, many of the surveyed teachers indicated having little or no early childhood training during their teacher training programs. Very few teachers indicated using the national prekindergarten standards when developing early childhood curricula and lesson plans, and most teachers indicated the exclusive use of a large-group/wholegroup instruction format. The video observations revealed few opportunities for students to create and improvise music, which corresponded with survey findings that reported the creating music standard as being the least important compared to singing, playing instruments, understanding music, and responding to music. Video observations also revealed few opportunities for students to engage in free play and exploration with music materials.