This study aims to reveal how primary school music education lessons are conducted during the pandemic process. For this purpose, answers to the following questions were sought in the study: How did music teachers adapt to the pandemic process? (Which practices did they plan and how did they manage the course process?); How has the pandemic process affected the program goals of music education? ; What were the goals that the teachers wanted to bring to their students in this process? This study was conducted as a case study based on the qualitative research tradition. In this case study, the distance learning and online music lessons in a secondary education institution affiliated with the MEB (Ministry of National Education) were examined holistically and in-depth in its natural environment with participant T1 lesson. The data obtained from the findings in the study are as follows: The number of participants in the courses taught with distance learning (DL) varies between 15-29 people according to the 30 class size at all levels. It was seen that the participants whose income levels were above the average were at a sufficient level to attend the lesson. It has been mentioned that a few students experiencing technological deprivation have been provided with the necessary infrastructure with the measures taken within the school. On the other hand, participants T2 and T3 stated that their participation rates decreased due to technological infrastructure impossibilities. The frequency of teaching in DL is determined according to the number of weekly lesson hours as previously determined in face-to-face education. As a technological content, YouTube infrastructure was preferred. For homework controls, the Eduwiser program determined by the school was preferred. In the lessons taught, the dominance of DL technology was above the best and not many technical problems were encountered. It has been observed that due to the inadequacy of the course duration, the large number of classrooms, and the synchronization problems experienced, many gains that should be given collectively have to be replaced by other gains. The fact that the curriculum subjects are not arranged according to distance education can also be shown among the reasons for this situation. It has been observed that especially students who are far from parental supervision spend time with some computer games by pretending to attend the lesson most of the time. Participant T3 expressed this situation as "even though we could see the physical assets of the student, we did not have much chance to check whether he was interested in something else on the computer during that time". [This paper was published in: "EJERCongress 2022: Conference Proceedings, June 22-25, 2022/Ege University," Ani Yayincilik, 2022, pp. 198-217.]