The study programs of future teachers, in addition to the competences, supposed to develop their natural predispositions and skills for each study area separately — natural and social sciences, sport and the arts. In this way, they should be prepared and capable of transferring all these acquired knowledge to the pupils, i.e., to possess developed multiple abilities. The study programs at educational faculties in R. Macedonia in the past years have been changed by implementing the Bologna process and ECTS, which is reflected in the structure of the study program. This paper refers to the subject music education of the future teacher which along with the pedagogical knowledge requires musical aptitudes. In order to perceive the application of the acquired specific competencies in practice, a survey was conducted among the students at the Faculty of Education in Skopje (N 21). According to the answers, they feel very confident in the theoretical part of teaching, however, their confidence decrease regarding singing and playing a keyboard. The overcoming of this state students see in 1) the opportunities for the practical playing of instrument after classes 18 (85,7%), 2) extension the duration of studying musical activities 17 (80,9%), and 3) the optimal allocation of the content of the subject music education 19 (90,4%). These indicate that for the musical formation of the future teachers the music education should be studied in continuity with longer duration, as well as elongated practical experience in teaching music in school.