本研究探討臺中市國小雙語音樂教師的教學現況、挑戰與自我成長省思，以個案研究為主，採立意取樣邀請112學年度任教於雙語音樂課程，具至少五年音樂教學經驗並參與雙語教學一年以上的八位教師進行半結構式訪談。資料蒐集透過訪談進行，並運用資料的交叉比對與歸納分析以進一步整理與分析。研究結果顯示，在教學現況上，教師普遍重視營造無壓力的學習環境，課程以學科知識為主，英語學習為輔，並主要運用CLIL教學模式進行教學，透過共同備課或建立社群討論增進課程內涵。在教學挑戰上，教師面臨缺乏雙語音樂教材，需花費大量時間自編教材，且因學生英語能力差異與學校資源不均，學習動機與條件不一。在教學成長及省思上，教師普遍感受到自身英語能力的不足，提升的過程充滿挑戰。經過雙語教學，教師在英語能力與音樂專業詞彙方面有明顯成長，並在教學方法與策略上獲得進步，對雙語課程定位有更深入的理解。 

This study examines the teaching practices, challenges, and growth of bilingual music teachers in Taichung elementary schools. Using purposive sampling, eight teachers with at least five years of music teaching experience and over one year of bilingual teaching during the 2023 academic year were invited for semi-structured interviews. Data were collected through interviews and analyzed using cross-referencing and inductive methods. Results reveal a focus on stress-free learning and subject knowledge with English as supplementary, employing the CLIL model. Teachers enhanced the curriculum through collaborative lesson planning or community discussions. Key challenges include insufficient bilingual materials, varying student English proficiency, and unequal resources, impacting motivation and learning conditions. Despite these difficulties, teachers improved their English skills, music vocabulary, and teaching strategies, gaining deeper insights into bilingual curriculum positioning.