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 his or her class. Depending on the severity of students' disabilities, some require general music lesson alterations. To create the least restrictive environment for students with exceptionalities, teachers must adapt, accommodate, or modify materials, space usage, time spent instructing, and instruction modality. According to current literature, 85% of music teachers (general, band, choir, and strings) adapt goals and objectives for students with disabilities; however, only 9% of surveyed teachers felt competent in their skills to do so. This exploratory study aimed to survey regional elementary music teachers to discover their knowledge of adaptive materials, the likelihood and frequency of using them in their classrooms, what disabilities were prevalent in their classes, and if activities were adjusted.