Typical group activities for kindergarten children depend heavily on children's ability to follow directions, respond verbally to adults' prompts, take turns, initiate, and sustain peer interactions. Therefore, young children with autism may often be excluded from academic group activities because their social skills are under-developed or delayed (Rao, Beidel, & Murray, 2008). As a result, children with ASD may miss the opportunities that permeate social engagement for relationship based, active, connected, and meaningful learning (Schneider, Goldstein, & Parker, 2008). Research supports the inclusion of young children with ASD in early childhood settings, which provide opportunities for meaningful learning embedded in the children's everyday routines (Wolery, 2005). Music can be one such inclusive strategy that holds the potential to promote children's engagement and mastery across various learning domains in a contextually meaningful and developmentally appropriate way. The purpose of this article is to describe field-tested and research based music strategies to increase engagement, academic skills, social skills, and emotional regulation for children with ASD in an inclusive preschool classroom. In the following sections, three music strategies are presented: (a) the use of precomposed songs, (b) the use of song-writing, and (c) music stations. These three music strategies are linked to recommended practices for young children with ASD to showcase the effectiveness of embedding music in inclusive early childhood settings to target the needs of children with ASD and engage everyone in an inclusive classroom (Table 1).