This article reports on the results of a study which investigated teachers' and head teachers' perceptions of the role of the music co-ordinator in the primary school, and provides insight into how the role might be made more effective. The teachers participating in this project were chosen from twenty primary schools from one local educational authority in the north-east of England. The research involved the collection of data, obtained through questionnaires and semi-structured interviews. The data focused upon three key areas of the music co-ordinator's role: training, collegial support and curriculum administration and development. The findings of the research reflect the need for a re-evaluation of how the role is conceptualised by head teachers, especially in respect of collegial support.