Employing a mixed-method research design, this research investigated parents' perceptions of the method of teaching the piano to preschool children in Weifang, China. In the wake of growing popularity of learning the piano in China, especially for young children, an insight into parents' perceptions of teaching methods is crucial in informing instruction strategy and student motivation. The study used both qualitative and quantitative methods, collecting data from 350 parents via questionnaires and conducting interviews with 35 respondents. The findings indicate that the parents are generally satisfied with piano teachers' pedagogical methods of stimulating children's interest, learning skills, and appreciating music. However, concerns about the efficacy of individualized learning and how educators modify their practices to meet preschool students' cognitive and developmental challenges have been asked. The study has important implications for piano teaching, pointing to the necessity of a synthesis of structured instruction and creative, student-led learning. It also recommends that teachers use a variety of interactive instructional approaches appropriate to young children's learning styles. The findings are useful to music educators and policymakers in China, as they necessitate the continued development of piano curricula to better meet family expectations and international best practices in early childhood music education.