The article analyses the problems related to the development of future Music teachers’ creative skills; the classification of varieties of creative skills that are necessary for a future teacher of Musical Arts and the substantiation of the pedagogical conditions for their successful development are specified. The essence of the concepts “skills”, “abilities” and “creative skills” has been clarified. Acquisition of skills is associated with the result of mastering coordinated actions of a reproductive type. Creative skills are considered as the ability to apply the acquired knowledge and skills in non-standard conditions, in new ways, in order to obtain qualitatively new, socially significant material or spiritual values. The varieties of creative skills that are typical for the activities of future teachers of Musical Arts are characterised, their classification being based on their analysis. As a result, these categories of creative skills are distinguished: performing-interpretative, verbal-hermeneutic, musical-productive, methodological and practical. The forms of their implementation in the process of interpreting and performing musical works, interpreting their artistic and figurative meanings from the pedagogical point of view, creating musical and creative products in the forms of arranged musical material, its scientific and pedagogical creativity have been determined. The pedagogical conditions for the successful development of the future Music teachers’ creative skills have been grounded. They include: presence of personal attributes which ensure person’s psychological readiness for conscious and persistent mastery of creative skills; maturity of the teaching staff of the pedagogical institution to demonstrate their attitude towards the implementation of the student-centred approach to organising classes; a dialogical, democratic style of communication; creation of a psychologically comfortable psychological climate. The complex and integrative nature of creative skills explains the importance of enhancing systemic interdisciplinary connections and interdisciplinary coordination in the process of training students as the second pedagogical condition for the formation of their creative skills. The substantiation of the third pedagogical condition is based on the analysis of two types of creativity: artistic-figurative and intellectually-creative and the need to achieve their organic combination and interpenetration in the activities of a Musical Arts teacher. The solution to this condition provides the ability of future specialists to mobilise the achievements of their own musical, artistic and scientific searching experience, integrate them in the process of acquiring professional and creative skills, developing a flexible strategy for creative self-improvement, expanding areas and ways of applying innovative and creative actions. The creation of these pedagogical conditions is to facilitate the effectiveness of the acquisition of creative skills by the future teachers of Music.