This study analyzed the self-efficacy of basic general education teachers in Chile regarding their music-teaching competencies. Self-efficacy, which is defined as one’s belief in achieving specific goals, plays a fundamental role in teacher performance. Data from 61 teachers showed low levels of self-efficacy, particularly when using musical instruments or singing. While some teachers showed moderate confidence in vocal training and music theory, challenges remained in educational technologies and classroom repertoires. The findings revealed that a lack of specialized training and resources negatively impacts teachers’ perceived competence. Teachers with greater self-efficacy demonstrated better adaptability and innovative methodological applications. The need to strengthen teacher training through practical experience and professional development is highlighted in order to improve teaching quality and ensure meaningful music education for students.