Music schools in the Republic of Croatia are rooted in a long tradition of individual instrument instruction and a curriculum focused on classical art music. Students’ attitudes toward instrument lessons play an important role in their motivation, musical development and long-term music engagement. This study, conducted with a sample of 103 guitar students, aims to examine primary music school students’ attitudes toward guitar lessons and to determine whether these attitudes differ by gender and age. An attitude scale was used, comprising three dimensions: satisfaction with the subject, self-confidence, and perceived usefulness of playing the guitar. The results show a high level of students’ satisfaction with guitar lessons, with challenges observed in self-confidence and the perception of the usefulness of playing in everyday life. A high, positive, and statistically significant correlation was found among all examined attitude dimensions, especially between self-confidence and the perception of the usefulness of playing the guitar. Statistically significant differences were found for age, but not for gender. Younger students showed greater interest and satisfaction, indicating a decline in motivation with increasing age and suggesting the need for greater flexibility in approach and repertoire in higher grades. It is recommended that teachers devote greater attention to adapting the repertoire to students’ interests within the existing curriculum. Such an approach may help older students connect more deeply with their music-making, highlighting a promising avenue for future research to investigate how personal values and self-confidence relate to long-term engagement in music education.