|This study examines the effects of multiple-teaching and assessment on the music-learning attitudes and academic achievements of elementary students. We applied convenience cluster sampling to fifth-year students from an elementary school in Hsinchu City (n = 103). After the 8-week experimental instruction, we compared the results between the experimental group and control group. We also analyzed the pre- and post-experimental attitudes and achievements of students by using ANCOVA, the independent-sample t test, paired-sample t test, and qualitative analysis. The results are as follows: (a) for music-learning attitudes, a significant difference was observed between the experimental group and the control group; and (b) for a paper test of music-learning achievement, no significant difference was observed between the experimental group and the control group during the experimental period. However, a substantial difference was observed between these groups after completing the experiment. (c) For performance evaluation, no significant difference was observed between the experimental group and the control group. A number of practical multiple-teaching and assessment methods are summarized. Finally, this study provides suggestions for future multiple-learning and assessments.