This study explores how preschool teachers describe how they use music as a tool to stimulate children’s motor development. Drawing on a sociocultural perspective where music, rhythm, and movement are understood as cultural tools that mediate learning. The study is based on qualitative semi-structured interviews with four preschool teachers working in different preschool settings. The data were analyzed using reflexive thematic analysis, resulting in four overarching themes that illuminate the pedagogical role of music in motor learning. The teachers describe rhythm and pulse as structuring elements that support children’s coordination, timing, and bodily control. Music also emerges as a strong motivational factor that increases participation and encourages even hesitant children to engage in motor activities. Furthermore, the results show that music is used both in long-term planned activities, such as recurring rhythmics sessions, motor skill sequences, and thematic work, and in spontaneous situations where music is introduced to respond to children’s immediate needs. These planned and spontaneous approaches complement each other and create flexibility in daily practice. Music also functions as a framework for both gross and fine motor development. Activities such as dance, movement songs, and rhythmic games strengthen children’s balance, coordination, and overall control, while songs involving hand and finger movements help develop precision and concentration. Additionally, music supports bodily awareness by helping children identify body parts, regulate energy levels, and notice physical reactions such as changes in heartbeat. Overall, the study shows that music is a versatile pedagogical tool that engages, structures, and supports children’s motor development in everyday preschool practice.