The purpose of this instrumental case study was to observe music educators and special education paraprofessionals (SEPs) in a learning community that examined their perceptions and necessary practices needed to teach music to students with disabilities. The primary question of this study was: How may a community of practice (CoP) offer collaboration and instructional support for music educators and SEPs? Participants found the collaborative nature of the group to be the most beneficial. While instructional practices were moderately impacted, participants' perceptions of their colleagues were changed. Participants also discovered similarities between their positions and shared concerns over systemic issues in education which impacted their positions within their school communities.