This work aims to understand the general dimensions that characterize the teaching of music in K-12 education in Mozambique, as well as to identify, from this broader panorama, which the teaching knowledge of music that is applied in music teaching, at the Instituto de Formação de Professores de Marrere, city of Nampula-Mozambique. To achieve this objective, a survey was carried out with the following specific objectives: to understand the general dimensions that underlie music teaching in basic education in Mozambique; identify and analyze which professional knowledge supports the performance of these professors in the Institute's space; identify the didactic methodological strategies applied by teachers in music teaching at the Marrere Teacher Training Institute and learn about the narratives of music teachers at the Marrere Teacher Training Institute. Through a qualitative approach, the research, can be characterized as a "case study". The theoretical framework of the work is based on studies on teaching knowledge proposed by Shulman (2004), Tardif (2014), and Araújo (2016), and other studies in the area of Education and Music Education that address this theme. We used the questionnaire survey as data production instruments, applied to one (1) teacher trainer and five trainees, all from the IFPM. direct observation, semi-structured interviews, documentary research, and bibliographical studies. In the context of the interview data, treatment was preceded by content analysis in order to highlight the indicators that allow inferences about reality other than that of the message. The results demonstrate that the Music teacher's teaching knowledge was constituted throughout his educational-musical trajectory, both through pre-professional experiences lived as a former student of secondary professional music training, as it was noted that it is added to the trajectory professional lived in different social spheres, among them, in musical projects at ECA and IFPM, which are pre-professional experiences lived by the teacher; in the medium professional formation of music as a source of professional expertise for the teacher; the Degree in Cultural Management as sources of knowledge in professional training. Another aspect is related to the quality of teacher training in Mozambique, which is still deficient.