This study examines early childhood preservice teachers' beliefs about the importance of music in early childhood and explores factors influencing those beliefs. The study found that preservice teachers in this study held relatively strong beliefs about the importance of music, including aesthetic, quality-of-life, and social-emotional benefits. Study participants had limited knowledge of music content in general, and higher musical knowledge predicted stronger beliefs about its importance. Preservice teachers' beliefs were associated with whether they viewed music as an active tool for development and learning, or as merely an enrichment. Other factors that influenced beliefs about the importance of music were personal experiences, aspects of teacher education and field experiences, and confidence about teaching music. Implications are discussed for shaping teacher education to better prepare teachers to include music in their classrooms. (Contains 2 tables.)