Since the open model entered into force in the school year 2006./07., music education in the first three grades of primary school has been based on subject areas of singing, performing on instruments, listening, and elements of musical creativity. When it comes to listening, the biggest advancement was introduced in the Curriculum of 2006. This curriculum made listening obligatory and focal activity of the class, and the other areas became variable. As the new curriculum advocates the open model, listening aims to develop taste in music and to encourage familiarizing with musical pieces. Furthermore, through music education class students acquire practical skills which their textbooks cannot cover. Textbooks used in music education comprise of all four subject areas, but they are more appropriate for teachers than they are for students. Within this paper, a research in the Primary School Bratoljub Klaić (Bizovac) was conducted in the first three grades, in March and early April. The purpose of the research was to detect how much of listening as subject area is present in class and textbooks for music education in the first three grades of primary school. Research findings demonstrate that listening to music is not entirely the focal activity of the class, which was confirmed through close inspection of the textbook “Glazbeni krug” (Musical Circle). Furthermore, teachers, as well as the textbooks, prefer a subject area of singing in class the most, and that subject area cannot be the focal activity because it lacks musical and artistic purpose. Even though subject area of listening is a part of the class, it does not entirely live up to the demands of the open model. Since the open model treats listening as an obligatory activity in music education, teachers have to abide by it, and they have to allow their students to actively listen to music. Taste in music and critical attitude towards music can be developed only through active music listening.