The purpose of this study was to begin to examine the factors that contribute to the inclusion and exclusion of children with disabilities in piano lessons in private studios. Specifically, using a qualitative approach. the perceptions piano teachers have regarding the inclusion of children with disabilities in the piano studio were studied. The first research question addressed the factors that affect piano teachers' willingness to work children with disabilities in their studios. The second research question addressed how piano teachers include children with disabilities in their piano studios. A total of eight participants were selected using a purposive selection procedure. These participants included individuals who are currently active as piano teachers, and whose experiences including children with disabilities fell on a spectrum that ranged from many to none. Data were obtained through observation and semi-structured interviews. Analysis revealed that, despite the participants' range of experiences, that there were many similarities in their responses. All the teachers strongly believe that children with disabilities should be included in piano studios but felt they lacked the specific education/training and supports needed to be effective with children with disabilities. Disability type, parents in co-teaching roles, financial need, spiritual beliefs, and personal experiences contributed to their reluctance or willingness to include children with disabilities in their studios. Implications for practice and future research are addressed. [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.]