This study mainly aimed to explore the junior high school music teachers’ thinking on localized music teaching in southern Taiwan in terms of personal convictions, teaching plans, and thinking on teaching interaction and decision. The researcher reviewed relevant studies and compiled an outline of formal interview based on the results obtaining from the pre-interview with three teachers. The content of interview included teachers’ background, relative knowledge, personal convictions, teaching plans, thinking on teaching interaction and decision, and other relevant ways of thinking. The research was conducted by an in-depth interview with 12 teachers, and the word-by-word interview transcription form, the interview re-check list, the interview analysis form and the interview analysis form of the content of thinking were designed as the research instruments in this study. Data analysis was conducted by using Excel to generalize different interviewees’ thinking of the same concept that indicated in these interview analysis forms. After synthesizing the results of the interview and literature review, the conclusions in this study were made as follows:

First, according to the junior high school music teachers’ thinking in southern Taiwan, they considered that the localized music teaching in Taiwan was very important, and proved the values of “understanding the features of local music in Taiwan so as further to affirm oneself and respect multi-cultures” and “having the function of passing down our mother tongue”. They also thought that the textbooks of relevant local music courses in current Arts and Humanities education in Taiwan were “lack of sufficient contents and taking up small percentage,” and “unable to motivate students’ interests in such courses.”

Second, these teachers in this study considered that students’ acceptance and interests should be taken into consideration before the localized music in Taiwan was implemented. Teachers should employ ‘appreciation’ more frequently in their teaching strategies or look for teaching materials that could motivate students’ interests.

Third, these teachers thought that students’ responses will influence their adjustment of strategies and methods in the localized music teaching in southern Taiwan.

Fourth, the background factors, including teacher ethnic groups, teaching seniority and school locations, would influence teachers’ thinking on personal beliefs in localized music teaching, but there was no effect on the language area of school.

Fifth, teaching seniority, school locations and the language area of school would affect the teachers’ thinking on their teaching plans for localized music teaching, but there’s no influence on teacher ethnic groups.

Sixth, teaching seniority and school locations would influence the thinking of teachers’ teaching interaction and consideration of localized music teaching; however, there was no effect on teacher groups and the language area of school.

Last but not least, based on the research results in this present study, some relevant, valuable suggestions were provided for the reference of education authorities concerned, music teachers and follow-up researchers.