The purpose of this qualitative descriptive study was to explore how music therapists perceive the implementation of music therapy practices to build self-motivation, social learning, and regulatory behaviors of students with autism spectrum disorder (ASD) attending a Title 1 school in the Southern United States. Albert Bandura's social learning theory was the foundation of this study. Three research questions formed the foundation for this study: (1) how do music therapists perceive the implementation of music therapy practices to build self-motivation of students with ASD attending a Title 1 school in the Southern United States; (2) how do music therapists perceive the implementation of music therapy practices to build social learning of students with ASD attending a Title 1 school in the Southern United States; and (3) how do music therapists perceive the implementation of music therapy practices to build regulatory behaviors of students with ASD attending a Title 1 school in the Southern United States. The researcher used one-on-one interviews and a focus group to collect data for the sample population of 15 music therapists. The data analysis consisted of the researcher transcribing the data, exporting the information to Trint for transcription, then converting the transcription to an rtf file for uploading to the f4analyse computer program and using the Colaizzi Method for analyzing the data. The results revealed seven themes to capture the views and feelings of the participants. The researcher concluded with significant findings to support the problem statement. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]