The purpose of this study is to examine the perception and educational status of music cultural heritage education among elementary school teachers and explore ways to revitalize Korean traditional music education for music culture heritage education in elementary schools through that. The conclusions drawn from of this study are as follows. First, the teachers strongly felt the necessity of music cultural heritage education in general, but individual teachers’ interest was at a moderate level. Second, the curriculum allocated time for the music subject, subject-linked classes, creative experience activities, and field experiences, and the teaching and learning methods adopted were appreciation-oriented learning, knowledge and theory learning, integration into daily life learning, and experiential learning. Third, challenges faced during classes comprised lack of relevant information, lack of contents, program’s difficulties, lack of students’ interest and participation, difficulties in recruiting professional artists, and shortage of operating budget. The most effective methods for class operation were experiential learning in the field, subject-related classes, creative experience activities, and after-school classes in order. Fourth, opinions were voiced on urgent needs for related education, such as support for learning materials, expansion of the curriculum and textbook proportions, diversification of teaching methods, increased interest from administrators and teachers, support for art instructors, and support for related budgets. Based on this, plans for revitalizing education are as follow. First, it is crucial to provide music cultural heritage education, focusing on creative arts to evoke students' emotions. Second, priority should be given to understanding and exploring one's local musical cultural heritage, alongside the expansion of local culture and arts learning spaces. Third, there is a need to develop various contents for music cultural heritage education. Fourth, supporting school instructors as art personnel and establishing specialized educational spaces are necessary. Fifth, various teacher training programs should be established to enhance teachers' interest and expertise in Korean traditional music's intangible cultural heritage.