The knowledge of various musical activities and their teaching strategies, become an important fact of study since they strengthen the development of this type of skills. The objective of the study was to determine the relationship between didactic strategies and musical competencies in early childhood college students. The research used the hypothetico-deductive method, based on a quantitative approach, with a nonexperimental, descriptive and correlational design. The sample consisted of 920 students from the last cycle of the initial education career from universities in Lima-Peru. The technique used was the survey and as an instrument a checklist. The results reflected that Spearman’s Rho coefficient is 0.852, indicating a very good positive correlation between musical teaching strategies and musical competencies. It is concluded that the teacher, during his professional training, develops musical strategies as sound qualities; ludic learning abilities typical of the area; spatial-temporal abilities, logical thinking, and listening, listening, and interpreting skills; characteristic of music education, which allows you to plan and develop meaningful learning sessions to achieve the proper development of these skills.