Over the past decade, increasing numbers of students with disabilities have been placed in public school music ensemble classes. Participating in performance groups is an important part of students' music education. All students deserve the opportunity to make music and to experience the thrill of playing or singing with others. When students with disabilities are in classes where the focus is musical performance, the question is often raised as to whether these students should be auditioned and/or evaluated in the same manner as students without disabilities. With appropriate accommodations, some students with disabilities can, and should, adhere to the same audition and evaluation procedures as other students. Dilemmas arise, however, when students require an academic "modification". A modification is used when students are not able to complete the same audition or test requirement or are unable to participate in the same way as the rest of the class because of the nature of their disability. In this article, the author addresses the dilemma of how to audition or to assess students with disabilities and offers suggestions for grading these students.