This final thesis discusses the topic of music accompaniment as an essential component in the music-education system. While there are numerous scientific papers and articles on such and similar topics, this paper attempts to emphasize accompaniment as a pedagogical activity, but also to point out the challenges in education of accompanist and its importance for their professional development. Besides the theoretical presentation, this paper deals with the practical component. The teachers and students involved in the survey contributed to the research. The paper deals with the questions of emotional nature where the aim is to explore how accompaniment influences the teaching process. Furthermore, piano is described as the essential means in the teaching of accompaniment. Through the research, important hypotheses were formulated, and relevant results were obtained in order to indicate the significance of accompaniment in the music-educational system. The final aim is to demonstrate that accompaniment is a pedagogical activity, and accompanists are important participants in the process of preparation and transmission of knowledge to the students at music schools.