The purpose of the study was to investigate the effect of an Orff-Schulwerk-based and a traditional instructional approach on fourth-grade students’ preferences for an untaught selection of indigenous folk music of Ghana. The effects of race and gender on preferences for this music style also were examined. Secondary research focuses included an examination of relationships between verbally-reported preference, and both verbally-reported behavioral intention and verbally-reported listening frequency for indigenous Ghanaian folk, Western European classical, and current popular music styles.