This article reports on the technologies preschool teachers use to facilitate music learning experiences for children in their classrooms and why they choose to use or not use technologies. A questionnaire was administered to 185 teachers in a metropolitan Australian city focusing on the kinds of technologies being used, for what music activities, and reasons for using and not using these technologies. 81 questionnaires were returned (a response rate of 44 per cent). Nine of the respondents agreed to a follow-up day-long classroom observation and interview with the researcher. Results revealed that CDs dominated teacher use of technology to provide song repertoire and a model for singing this song repertoire. However, multimedia-based technology was also utilised for music learning experiences (i.e. DVDs/video, television, internet websites). However, more recent digital technologies such as digital music players/recorders, musical toys with digitised components and tablets were rarely used. While preschool teachers value technology to facilitate music learning experiences for young children, constraints in using technology were identified, including cost and lack of knowledge about using these technologies with young children. (author abstract)