Inclusive music classrooms in theory and in practice, within the context of Cyprus, are an under-researched area. This study wishes to address this gap in research, by proposing a Model of Musical Development in Inclusive Education (MMDIE) that could act as a valuable tool for music educators, researchers, teachers, parents and stakeholders for designing inclusive environments fostering meaningful musical experiences for all their students. The originality of the MMDIE lies in the synthesis of three theoretical frameworks: the five characteristics of inclusive music classrooms [Jellison, J. A. 2012. "Inclusive Music Classrooms and Programs." In Vol. 2 of "The Oxford Handbook of Music Education," edited by G. E. McPherson and G. F. Welch, 65-80. Oxford University Press], Sounds of Intent [Ockelford, A. 2008. "Music for Children and Young People with Complex Needs." Great Britain: Oxford University Press] and Universal Design for Learning [CAST. 2018. "Universal Design for Learning Guidelines" V. 2.2. htpp://udlguidelines.cast.org]. These frameworks were mapped on Bronfenbrenner's system theory model. The case study methodology adopted, allowed for the investigation of interactions between the various systems influencing the musical development of one autistic, 'non-speaking' [Botha, M., J. Hanlon, and G. L. Williams. 2023. "Does Language Matter? Identity-First versus Person-First Language Use in Autism Research: A Response to Vivanti." "Journal of Autism and Developmental Disorders" 53 (2): 870-878] child six-and-a-half years old in a mainstream private preschool in Cyprus. Findings highlighted that the child's music learning and participation experiences could become more inclusive. The use of the MMDIE allowed for the identification of behaviours, attitudes and perceptions that promoted or restricted these experiences, thus it could lead to a transformation of educational practices, views and experiences towards inclusive music education in Cyprus and internationally.