This study focuses on connecting student teachers’ formal and autonomous learning to solidify their music education paths. The data were collected through observations, interviews and student teachers’ questionnaire responses. The study seeks a new implementation to support processes enabling student teachers to teach music in grades 1 to 6. The findings confirm those of previous research on the diversity of student teachers’ knowledge and abilities. Additionally, the paper presents an instruction model for integrated music education. The model's core ideas are applicable to other subjects which require both training skills and understanding about the concepts essential in the phenomenon discussed.