The purpose of this study was to examine the current professional preparation and practices of music educators in relation to teaching students with formally identified disabilities. Specifically, I created a survey to investigate the preparation of music educators to work with students with disabilities and their use of inclusionary practices in today's music classrooms. In addition, the survey included questions regarding music educators' understanding of, and participation in, the special education process and examined their knowledge of available school district resources for working with students with disabilities. The survey also assessed the accommodations/adaptations music teachers currently utilize to aid the participation of these students. Finally, music educators were asked to provide information regarding their professional development experiences, as well as what they perceived to be the barriers to, and supports for, inclusionary practices. Participants were recruited from the membership of the Pennsylvania Music Educators Association, and 363 music educators submitted complete surveys. Respondents indicated having few training opportunities in relation to teaching students with disabilities. The instruction they reported receiving was often short in duration, provided limited practice/feedback, and rarely contained information on specific instructional techniques or hands-on experiences. Although music teachers indicated possessing limited background knowledge in the area of special education, they reported greater knowledge regarding the skills necessary to educate students with disabilities. The majority of music educators indicated being responsible for teaching students with disabilities; however, music teachers at the secondary level reported having greater numbers of students with disabilities participating in music than their elementary counterparts. Respondents also reported being minimally involved in the special education process for their students. Music teachers at the secondary level, and in the content areas of general and choral music, indicated greater rates of personal involvement in the design and implementation of Individualized Education Programs. While music educators indicated having adequate personnel support, they reported a lack of materials/resources, money, and time in relation to teaching students with disabilities. Despite this lack of resources, music teachers reported making a number of accommodations/adaptations for students with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]