Music educators are continually striving to find a comprehensive curriculum to adequately cover developments made in music. It could be argued that, at present, Victorian music curriculum places more emphasis on the aesthetics of music education rather than the learning of music concepts. The researcher firmly believes that the concepts of music are the building blocks through which children become better musicians. Researchers, music educators and curriculum designers must understand the way in which concept knowledge develops in children, so that they can use this knowledge in order to create meaningful learning experiences. The aim of this study, therefore, is to find out whether the acquisition of concepts, particularly rhythm, pitch, harmony and melody can be directly related to development in children, specifically primary aged children in State Government schools in Victoria. This study used the Measures of Musical Ability to test 662 children, from two Victorian state schools, aged six to twelve years in the areas of rhythm, pitch, harmony and tonality (melody). The results from the testing led this researcher to the conclusion that developmental progress in the understanding of the concepts of music can be related to age. Teacher expertise, curriculum design and presentation, and the initial commencement of a musical education are also factors that need to be considered. Recommendations from this study suggest ensuring that curriculum guidelines include information about the development of concepts in children, and giving concepts the same importance as aesthetics in a music curriculum. Other recommendations include giving teachers who teach music support and training (especially non- specialists), providing adequate funding to schools and having children begin formal music education in their preparatory year at school.