This study sought to analyze applicability of the Suzuki method in Zimbabwean music education. Applicability of the Suzuki method in an African context seems a mammoth task as some of the concepts are not in line with the African cultural norms. The method is based on the central view that early music education of children should involve parents and that it requires a conducive learning environment. The study adopted a qualitative approach and case study design, which focused on selected primary schools in Masvingo urban. The population of this study was made up of school administrators, teachers, music students and parents from selected schools. The sample of this study comprised two music teachers, two administrators and twenty students from each school. In this study the researcher used random sampling and the following instruments were employed to solicit data: questionnaires, interviews and document analysis. Respondents revealed that the Suzuki method was difficult to implement in most Zimbabwean schools and that both teachers and parents were not aware of the method. They also indicated that children from affluent families benefited from the method more than those in high density schools. Problems such as limited time, inadequate teaching and learning materials as well as inappropriate methodology were mentioned as major challenges. The study concluded that teachers in schools under study implemented the Suzuki method unawares. It was therefore recommended that teachers and school heads be encouraged to work together to promote the effective implementation of the Suzuki method. This could be enhanced through workshops involving stakeholders.