Elementary music specialists teach all students in all grades at their schools, which requires the preparation of a variety of lessons simultaneously. As a result of seeing 100% of the student population, elementary music teachers host more students with disabilities than a general classroom teacher would in their class. Depending on the severity of students' disabilities, some students require alterations to general music lessons. In this study, we surveyed regional elementary music teachers (N = 15) to discover what disabilities were prevalent in their classes and if activities were adjusted. By examining the characteristics of the disabilities listed in the Individuals with Disabilities Education Act, we split disabilities into three groups: physical, cognitive, and emotional and behavioral disabilities. We surveyed elementary music educators on the prevalence of disabilities in their classrooms, to what degree educators adjusted their instruction for those students, and whether growth was seen in those students through musical instruction. Results revealed that all educators tailored their instruction in some way to serve students with disabilities. Educators mostly adjusted in the planning beforehand and while teaching their students. The most overall growth (musical, academic, and social) was seen in students with emotional and behavioral disabilities. Further research is needed in elementary music curriculum adaptation and modification, including pre-service and in-service music teacher training in working with students with disabilities.