Purpose: This qualitative study aims to explore the intricate relationships among cultural influences, composition teaching methods, melody creation approaches, improvisational abilities, and cultural diversity in the context of pop music composition. The primary purpose is to unravel the nuanced dynamics that shape the creative processes of musicians engaged in melody composition within the pop music genre. By conducting semi-structured interviews with musicians, the study seeks to document diverse melody creation methods, investigate the interplay between cultural influences and teaching methodologies, and understand how exposure to diverse musical traditions impacts improvisational abilities in the context of pop music. Method: The research adopts a qualitative approach, conducting 25 semi-structured interviews with musicians to capture their lived experiences and perspectives. The study employs a three-step thematic analysis to uncover patterns and insights within the data. Interviews are conducted until saturation is achieved, ensuring a comprehensive exploration of the multifaceted factors influencing creativity in pop music melody composition. The qualitative nature of the study allows for an in-depth understanding of the intricate relationships between cultural influences, teaching methods, and individual capacities in the creative processes of musicians. Findings: The findings of the study reveal rich insights into the various melody creation methods employed by musicians, the intricate relationship between cultural influences and teaching methodologies, and the impact of exposure to diverse musical traditions on improvisational abilities. The research contributes a qualitative understanding of how these factors intersect and shape the creative landscape of pop music composition. Originality/Significance: This research is significant for its original exploration of the interconnected elements influencing creativity in pop music melody composition. The study's qualitative lens provides a nuanced perspective on the lived experiences of musicians, contributing to a deeper understanding of the dynamic relationships between cultural influences, teaching methods, and individual capacities. The research's originality lies in its potential to inform music education practices, empower musicians in their creative journeys, and contribute valuable insights to the broader discourse on creativity within the field of music composition.