Evidenced by its inclusion within the UN Convention on the Rights of the Child, and increased policy and research presence, vitally important for children, play is suggested to deepen and enrich learning in the primary school. However, in the Irish context, opportunities to engage in playful learning often diminish as children enter and advance through primary school as teachers engage in increasingly formal pedagogical practices. Following completion of a day-long professional development workshop on play-based music education inspired by the music education approaches of Kodaly and Kokas, 6 Irish generalist primary teachers explored playful music pedagogy within their respective contexts over a 6-week period in 2019. Data gathered as part of this qualitative case study, included teacher reflections on playful activities facilitated, photographs, recordings of professional learning community meetings and semi-structured interviews. Within-case and cross-case analysis pertaining to practices of playful music pedagogy was facilitated by the use of directed content analysis and a constant comparative method of analysis. Findings suggest transformation in classroom culture thought integral to playful music pedagogy and manifesting in increased informality, shifts in ownership, movement outside comfort zones and challenges to stereotypes. Findings also indicate a positive shift in the level of meaningful engagement for pupils, and contribution to musical, curricular and holistic learning. The research proffers a framework for playful music learning along a continuum of ownership to support generalist teachers’ practices of music education in Irish primary schools. However, it also sheds light on challenges associated with realising increasingly informal, active and playful teaching in this context, owing to a lack of infrastructure, and cultural expectations. Recommendations include suggestion that teacher-education, at preservice and in-service levels in Ireland, could benefit from incorporating playful music pedagogy in support of curriculum frameworks that emphasise the vital importance of play for children throughout the primary years.