In this study, the practices and adaptations used by classroom teachers for inclusive students in music lessons were determined, and teacher opinions and suggestions were investigated. The study was carried out as a qualitative research and a semi-structured interview form was used as a data collection tool. The study was carried out in the fall semester of the 2022-2023 academic year with classroom teachers working in Nevşehir. 20 teachers voluntarily participated in the study. Descriptive analysis was used in the analysis of the data obtained from the interviews. The findings obtained as a result of the research are presented in eight themes. Considering the findings obtained as a result of the research, it is seen that most of the teachers did not receive inclusive education during their undergraduate education. The factors affecting the success of inclusion students of the classroom teachers participating in the study; teacher attitude, interaction with other students, cooperation with parents, the structure of the music program and the student's disability. Teachers suggested rhythm-based studies, drama activities and activities based on song teaching that could be applied to mainstreaming students in music lessons.
Keywords: Music lesson, teacher, inclusion student