One of the most common fears is known to be dental anxiety (van Wijk & Hoogstraten, 2005). Only a minority of patients declare not having any sign of anxiety in the dental environment. As the prevalence of dental anxiety is pretty high, many patients with dental anxiety avoid dental visits (Haugejorden & Klock, 2000; Gatchell, Ingersoll, Bowman, Robertson, & Walker, 1983). Avoidance of dental treatment is highly correlated with anxiety scores and with increased caries morbidity (Eitner, Wichmann, Paulsen, & Holst, 2006; Li & Lopez, 2005). Highly anxious patients have a higher probability of irregular dental visits or total avoidance of dental care (Eitner et al., 2006; Doerr, Lang, Nyguist, & Ronis, 1998). Almost two thirds of dentists believe that anxious patients are challenging to treat (Weiner & Weinsten, 1995). Several methods have been proposed in order to help the patients to feel more comfortable, while enduring dental procedures such as: altering surgery set-up - the dental assistant can place instruments where they are blocked from view or covered, introducing relaxation methods, provision of extra control during procedures, using distraction techniques, e.g., music, video glasses, virtual reality glasses (Hmud & Walsh, 2009), providing more efficient anesthesia or referral to cognitive or behavioral specialists or psychologists for anxiety management (Armfield, Spencer, & Stewart, 2006 as cited in Hmud & Walsh, 2009) and behavior therapy (Hmud & Walsh, 2009).Listening to music is an effective distraction method known to reduce anxiety in laboratory settings (Blood & Zatorre, 2001; Burns, Labbe, Williams, & MicCall, 1999; Khalfa, Bella, Roy, Peretz, & Lupien, 2003; Nyklicek, Thayer, & Van Doornen, 1997; Sleight, 2013). Music is frequently chosen by people in real life situations, as a method to reduce their anxiety, before an exam, or a sport competition (Afzal, Afzal, Siddique, & Nagvi, 2012; Elliott, Polman, & Taylor, 2014). Also, music has been used to decrease intervention associated - anxiety in clinical settings (Good, Anderson, Ahn, Cong, & Staton-Hicks, 2005; McCaffrey & Locsin, 2006; Nilsson, Unosson, & Rawal, 2005; Twiss, Seaver, & McCaffrey, 2006; MacDonald, Mitchell, Dillon, Serpell, Davies, & Ashley, 2003; Nilsson, 2008; Allen, Golden, Izzo, Ching, Forres, & Niles, et al., 2001). More specific, music has been used in (ambulatory) hospital patients, undergoing a variety of invasive medical procedures [for a review, see Cooke, Chaboyer, & Hiratos, 2005]. Studies show that listening to patients selected (Wang, Kulkarni, Dolev, & Kain, 2002; Lee, Henderson, & Shum, 2004; Cooke, Chaboyer, Schluter, & Hiratos, 2005; El-Hassan, McKeown, & Muller, 2009) or investigator-chosen (Lee, Chao, Yiin, & Chiang, 2011; Lee, Henderson, & Shum, 2004), music immediately before the intervention for 10-40 min significantly reduces anxiety levels from before to after music listening as compared with a control group. Few studies have been performed in dental settings. Parkin (1981) explored the effects of music on 25 children and found significant reduction in the perceived level of anxiety in the music-on mode compared to music-off mode. Corah, Gale, Pace, and Seyrek (1981) found that relaxation music had only a moderate effect in reducing patient anxiety. The studies investigating the impact of music in reducing anxiety in clinical settings have some methodological issues such as lack of randomization, very small sample sizes, lack of physiological data to measure anxiety levels or very specific samples (e.g., only male patients). Also, most of these studies were performed in USA or Asian countries and there might be come culturally biased findings (some of them may not be applicable to European samples) as the authors of a recent study with German dental patients found no clinically relevant effect of music on anxiety (Lahmann et al. …