This descriptive study was conducted to determine the factors that affect the language preferences and the attitudes toward music among teacher education students of Nueva Vizcaya State Institute of Technology.

Results of the study revealed that in the teacher education institution, the female students dominated the male students in terms of frequency. Most of the students are enrolled in the BEED program; majority came from public high schools; and the Ilocanos outnumbered the non-Ilocano students. Overall, the students showed very good grades in college music.

Generally, the students seldom attend to music activities, they were categorized as "trying hard" players of musical instruments, and, self was considered as the first factor influencing musicality. Most of them have formal music lessons but they preferred only to be spectators of any musical shows/programs.

The students showed a satisfactory performance on a Teacher-made Music Achievement Test; the use of multilingualism in the teaching of music is more preferred; and, most of the students revealed positive attitudes toward music.

The language preferences in the learning of music has nothing to do with gender, type of high school graduated from and grades in music. However, language preferences are relatively dependent to course and ethnicity.The musical preferences and the performance of the students on a Teacher-made Music Achievement Test had no significant differences to the language preferences.

The attitudes toward music had no significant differences in terms of course, type of high school graduated from, ethnicity and grade in music. However, gender was found to have significant difference on the attitudes toward music, which implies that female students have higher positive attitudes toward music than male students.

The musical preferences and the performance on the Teacher-made Music Achievement Test did not affect the attitudes toward music.

Based on the findings and conclusions drawn, the following recommendations are forwarded:

1. Teachers teaching music should consider using multilingualism when teaching concepts of music in all levels.

2. Curriculum-makers should improve music education considering the medium of instruction. Additional units for music subjects in the tertiary level especially in the BEED program should be considered to further develop and enhance the musicality of all individuals

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3. The Institute should provide the students various musical experiences such as singing contests, instrumental playing contest, rhythmic activities, etc. for them to develop and cultivate better music appreciation.

4. Similar research studies should be conducted on a wider scale: Teacher Education Institution of Nueva Vizcaya, State Universities and Colleges Teacher Education Institutions of Region 02, etc.

Thesis (Master of Education - Language, Reading and Numeracy)

Includes appendices and bibliographical references.