The importance of music has been embraced by the Kenyan pre-school curriculum and impacts on childrenrsquos development in self-confidence, listening skills, enjoyment, relaxation and interaction. However, teaching of oral skills has been a challenge and the rate at which pre-school learners grasp speaking and listening skills is below expectations. Pre-school children in Kitengela are experiencing a number of challenges especially when it comes to reading, writing or spelling of words. Thus, the purpose of the study was to assess the determinants influencing pre-school teachersrsquo use of music on teaching oral skills in Kitengela Zone, Kajiado County, Kenya. Questionnaires were used to collect data from pre-school teachers and observation checklists from pre-school learners. Data analysis began by identifying common themes from the respondentsrsquo description of their experiences. Frequency counts of the responses were then obtained to generate information about the respondents. Qualitative data was analyzed thematically along the objectives and presented in narrative forms whereas quantitative data was analyzed descriptively using frequencies and percentages and inferentially using Chi-Square with the help of Statistical Packages for Social Science (SPSS 23) and results presented using tables and charts. The study established that pre-school teachersrsquo training in music, experience and perceived music abilities influence teaching of oral skills. The study recommends that, toimprove the use of music as a medium ofinstruction in pre-schools, pre-primary school teachers should be trained on howto use music as a medium of teaching oral skills. There is also need to organize programmes to expose pre-school teachers to use of music to teach oral skills.