The Nigerian primary school system has been oscillating between models of curriculum so much that it is usually difficult to ascertain its indigenous character. Sometimes, the curriculum borrows the British tradition, perhaps in response to our colonial past, and at other times it takes on concepts which are abstract and highly impossible in developing learners' musical skills, attitudes and appreciation. In such circumstances, the judicious implementation of the curriculum in the manner of achieving its objectives becomes rather difficult. If some measure of adequate and balanced music curriculum for primary education is to be achieved, it becomes imperative to appraise the existing music curriculum in Nigerian schools with a view to determining its problems, strengths and weaknesses. The discussion ends with suggesting measures for balanced music education curriculum as well as teaching and learning materials for effective achievement of the goals of music education stated in the National policy on Education by the Federal Government of Nigeria.