Music education, often perceived as a high-brow culture and a specialist discipline, faces unique challenges in early childhood education, particularly in Chinese societies such as Hong Kong. Non-music specialist trainee teachers typically possess limited musical knowledge, resulting in low confidence levels in teaching music. Research has established a connection between teacher beliefs and behaviours, suggesting that teachers’ beliefs regarding the significance and challenges of music education can impact their attitudes and practices in schools. This may, in turn, hinder children’s music learning and enjoyment. This chapter aims to achieve two objectives. First, it will present a comprehensive review of the relationship between teachers’ musical backgrounds, self-confidence, and attitudes in music teaching, and how these factors influence children’s music learning. Second, it will showcase examples from two three-hour professional development workshops in music, drawing from the author’s practical experience. These workshops demonstrate how to incorporate intensive yet effective musicianship training in teacher education, enhancing teachers’ abilities to conduct music appreciation, performance, and creation activities in early childhood settings. Grounded in Shulman’s model of teaching (1987), the workshops focus on the development of preservice teachers’ Pedagogical Content Knowledge through the Pedagogical Reasoning and Action Model. By adopting play-based activities, the workshops aim to improve preservice teachers’ musical competence and bolster their confidence in conducting music lessons. These activities highlight the simplicity and effectiveness of music engagement at various levels. Through first-hand participation in musical games, preservice teachers acquire both music and pedagogical knowledge. Additionally, the workshops teach preservice teachers to play chords on ukuleles and use GarageBand on iPads, enabling them to sing along with their own accompaniment and support their music teaching. This music-making experience also helps solidify their understanding of musical concepts. Essential knowledge for professional teaching is often linked to the content of teacher education courses’ curricula. This chapter offers insights into designing responsive music professional development courses to address the deficit of music training in early childhood teacher education. Furthermore, the chapter explores the applicability of effective music teaching strategies for pre-and in-service kindergarten teachers in their classrooms, potentially extending to a global context.