Cultural heritage is a part of every nation’s history and it contains numerous elements and values used by its people to protect and proudly display its identity. By preserving and fostering our cultural heritage we ensure the existence of various nations as well as the continuation of the transfer of that heritage to those whose time is just coming and who will expand upon it. Today, there exists a need to implement cultural heritage in education so that students can realize the significance of their heritage from an early age. This experiment was conducted by implementing autochthonous folk music in the classes of music education after which students were surveyed about their comments on the content of the classes. The experiment was conducted in March 2017 in an elementary school in Vinkovci (Ivan Mažuranić Elementary School) during twelve classes of Music education, or more specifically, during four classes in every grade. The experiment involved 64 students of first, second and third grade. In every class students were introduced to autochthonous folk music from different regions of The Republic of Croatia. The goal of the experiment was to ascertain the students’ interest in a specific field of the subject of Music education and their preference in particular elements of cultural heritage such as songs, compositions, dances, folk costumes, and instruments, as well as specific regions of Republic of Croatia. Results of the experiment showed that students liked the classes of Musical education in which elements of Croatian cultural heritage from different regions were implemented. The students reacted positively to it and were actively involved in it. What they liked the most was singing of traditional songs, folk costumes and instruments, as well as listening to traditional compositions. The region most favored by students was Dalmatia. Next in line were Slavonia, V Baranja, Srijem, followed by Middle and Northwestern Croatia and in the end Međimurje and Podravina.