This study adopts the cumulative case study approach as a qualitative research method. It aims to examine the status of music courses at the preschool and primary school levels in the undergraduate programs designed for education faculties specializing in preschool, classroom, and music teaching, as well as for the child development departments within health sciences faculties. In pursuit of this goal, the distribution of music courses in teacher training programs by the Higher Education Council (YÖK) in 1998, 2007, and 2018, along with the music courses in child development undergraduate programs in Turkey, is analyzed using a descriptive analysis method. Theoretical and practical components, course duration, number of courses, and credit hours are identified. Generally, it is observed that there is a decrease in the number and duration of music courses in program updates, with the elimination of the practical component altogether. Specifically, in the preschool teaching department, the course titled "Early Childhood Music Education" has been transformed into a 3-hour theoretical course. Similarly, in the classroom teaching department, the course has been reduced to a 3-hour theoretical class called "Music Teaching." In the music teaching department, as with other departments, it is evident that with each program change, the number and hours of courses have decreased. In the child development departments of health sciences faculties, elective music courses such as "Music in Childhood," "Child and Music," "Music I-II," and "Orff Education" are predominantly offered. In conclusion, it is considered that the teacher training programs and child development department programs in music, classroom, and preschool teaching published by YÖK on May 30, 2018, do not provide sufficient competence to impart the required qualifications for Early Childhood Music Education (ECME).