This report is an evaluation of a New York City school district educational project funded under Title VIB Education of the Handicapped Act. Under the direction of a project coordinator and a music therapist, 365 emotionally disturbed, hyperactive, and mentally retarded youngsters, ranging in age from 6 to 15, participated in the program. Primary emphasis was placed on improving the visual motor, visual auditory, and perceptual motor coordination of these youngsters through music activities. A nineteen item rating scale performance test was developed by the project staff as an assessment measure and was administered in pre and posttest situations. A statistical analysis of the data revealed significant differences in the scores. It was concluded that students made gains in the affective, cognitive and psychomotor domains as a result of the music instruction they received. (Author/BS)