It is possible to observe that, in compared to other approaches in pre-school music education, the Orff approach is more commonly used in Turkey and in TRNC in terms of teacher’s choices. Due to the curriculum in which the courses on pre-school music education approaches are only the 3 percentage of the music education undergraduate programmes, teachers and the students of the music education undergraduate programmes tend to increase their knowledge in that particular field by attending extracurricular seminars, workshops, and certificate programmes. In this study, perspectives on Orff approach of those who attended the Orff oriented “I am Singing with Onur Erol” workshop are outlined to draw some inferences about  the theoretical knowledge of the attendees on Orff approach. The level and the frequency of their usage of Orff approach during their own classes are also examined.  Within this backdrop, interviews were held with 19 of the attendees of the workshop. Content analysis is used as the method of data analysis. As a result, it is observed that, although the attendees tremendously use Orff approach, their theoretical knowledge is quite limited on that aspect. It is observed that they have more knowledge on the practice of the approach and they likewise hold more knowledge about the activities in general.  This study also observes problems in relation to the physical inadequacies of the classes where Orff approach is being thought and the lack of essential instruments for the education of Orff approach.  In the light of these findings, this study makes suggestions for the planning and the organization of the Orff approach oriented workshops by addressing the points which should be considered in the design of such activities, in the future.