The music curriculum is one of the compulsory elective courses in primary schools in China. The purpose of the primary school music curriculum is to stimulate and cultivate students' interest in music, thereby promoting quality education. The purpose of this study was to evaluate the implementation of the primary school music curriculum in Shandong Province, China, through the CIPP (Context, Input, Process, Product) model. This study used quantitative approach with survey research design. A questionnaire was applied to obtain the perceptions of 146 primary music teachers in Binzhou City, Shandong Province, about the primary music curriculum. Data were analysed using mean, standard deviation, percentage and Spearman's rank correlation. The results of the study showed that the respondents rated the dimensions of context (mean=4.44, sd=0.69), input (mean=4.40, sd=0.69), process (mean=4.43, sd=0.67), and product (mean=4.48, sd=0.66) at excellent level. Despite the overall success of the programme, the study also identified areas for improvement such as diversity of resources and continuous development of teachers. These findings have important implications for improving the teaching of music teachers and pushing the education sector to adapt educational policies and reforms concerning music to better meet educational goals and student needs.