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Although it is widely recognised by language teachers that the use of musical activities supports language development in both children and adults, studies show that teachers do not use them as much as they would like. This gap can be disadvantageous to both learners and teachers. The purpose of this study was to collect examples of music activities that actually take place and are regarded as beneficial for language development in Spanish in a Swedish school context, and what conditions are central to them being used. The study is based on a survey and follow-up interviews with Spanish teachers, and the results show that a wide variety of activities are used, both with a focus on communicative and cultural competences, and on providing stimulating settings for learning. This high level of use suggests a smaller gap between teachers' beliefs and practices compared to previous studies, possibly indicating that music has a more prominent place in the Spanish classroom than in other foreign language classrooms. The choice of music for the learning activity emerged as a particularly important factor for the activity to work as intended.