This practicum report addresses the need to supply Head Start teachers with: (1) specific preschool music objectives; (2) a sequential preschool developmental program in music to match the child's cognitive level; (3) how to choose instructional material to encourage specific basic school readiness skills; and (4) workshops to accomplish these objectives through music activities. Data gathered from surveys and questionnaires indicated that the music education background of Head Start teachers varied greatly, and that teachers had no clear goals for preschool music learning. Three all-day workshops were conducted. The first workshop focused on interpretive movement through music, and included rhythm and movement activities, songs, and chants. The second workshop involved activities in which children used percussion and bar instruments. The third workshop combined movement and rhythm activities and the use of instruments to develop motor and language skills. Information on the use of the autoharp was also provided in the third workshop. Nine on-site training sessions were conducted in which teachers practiced skills learned in the workshops. Pretests and posttests were administered. These indicated that after the workshops and training sessions, teachers' music knowledge increased and teachers' music lesson presentations improved. (Author/PCB)