This study investigates the reality of instructional problems faced by primary school pupils in musical education، with particular emphasis on performance-related problems associated with playing instruments and singing. The study aims to employ the Pentagram Strategy in training musical education teachers to diagnose these problems and address them effectively. The study adopted a one-group quasi-experimental design. The research sample consisted of six (6) musical education teachers as a direct sample who were trained on how to apply the steps of the Pentagram Strategy in solving instructional problems، and thirty (30) pupils as an indirect sample used as an indicator of the effectiveness of the training provided to the teachers. The results revealed statistically significant differences in favor of the post-application in the performance of both teachers and pupils، indicating the effectiveness of the Pentagram Strategy in developing teachers’ skills in solving instructional problems encountered by pupils during the study of musical education.