The new curriculum established by LOMCE, acronym of the last educational reform in Spain, has relegated Music Education into the category of elective subject, twenty-five years after being included as a compulsory subject in the curriculum of primary education. This change in the structure of our educational system and those made by the Acts of Education launched by both LOGSE and LOMCE have occurred without taking into account the opinion of the main actors in education: teachers themselves. Our research reflects the opinion and perception of music teachers in Castilla-La Mancha, the Autonomous Region in which we carried out our work as professionals in Music Education. We studied the current state of this discipline in primary schools as well as the professional needs and difficulties that teachers face every day in class. In order to pursue this line of research, we asked a series of questions in order to reach a general objective, through eight specific objectives. We followed as a method the case study using both quantitative (two self-created surveys) and qualitative (Delphi Method) approaches (mixed methods) to both collect and to analyze data. These strategies have served us to know the resources both, material and human, destined to the teaching of music education in schools of Primary Education in Castilla-La Mancha. Finally, conclusions, limitations, and prospects for the future are presented as well as a showing of new fields of research to overcome the lack of similar studies in our region.