Students with intellectual disabilities in Hong Kong are placed in special schools in their neighborhoods according to their categories of intellectual disabilities. Music teachers in these special schools implement a school-based music curriculum that includes the learning objective "creativity and imagination." Reporting a qualitative multiple-case study with purposeful sampling and face-to-face interviews, this study poses the research question "What are the ecological elements for fostering the musical creativity of students with intellectual disabilities?" Respondents identify five elements as essential in fostering their students' musical creativity: (1) opportunity for play and exploration; (2) providing support guidance and demonstration; (3) opportunity to develop a sense of engagement; (4) opportunity for making choices; and (5) providing positive reinforcement and feedback. A discussion of this data reveals how the dual impact of lacking professional training in music education for students with intellectual disabilities and cultural perspective diminishes respondents' expectations of their students' creative capacity.