Abstract
This mixed-methods study examined the challenges in preschool music education in Saudi Arabia and their influence on classroom practices. Guided by the theory of educational change, it explored the extent to which policy reforms have been translated into practice. In the first phase, 686 teachers were randomly selected to complete self-administered questionnaires. In the second phase, 18 teachers participated in semi-structured interviews. Quantitative findings revealed high levels of psychological, professional, organizational, and cultural challenges. Training did not significantly alter teacher perceptions, suggesting that current professional development programs are insufficient. Qualitative results showed that music instruction is often informal, unstructured, and limited by cultural beliefs, heavy workloads, resource deficits, and inadequate support. Teachers also demonstrated minimal integration of artificial intelligence into music teaching, reflecting limited awareness and confidence. These findings highlight the need for long-term, practice-oriented training, specialist support, and culturally responsive strategies.