The purpose of this study was to discover ways in which a music educator can incorporate students with special needs in a music classroom. Music educators seek ways to manage and incorporate these students in the classroom environment. The research question guiding this action research study was: how are students with special needs incorporated in an elementary music classroom? The participants in this action research study included two elementary music classes, the music teacher and the researcher. This study took place over a 14 week period. Action research methodology facilitated insights on a daily basis due to interaction between the participants and researcher. Data collection procedures included observations/field notes, reflective journal, student interviews and teacher interviews. Categories were generated through the constant comparison method with continual refining and analysis. Three themes emerged from the data analysis. First, the incorporation of kinesthetic activities in the classroom provided ways to empower students with special needs. Second, everyday ordinary activities provide the student with special needs an opportunity to be involved. Third, many interruptions occurred throughout the day and these were an obstacle for student involvement. Implications from this case study are in several areas and are important for teachers who deal with students with special needs. First, music teachers should strive to implement kinesthetic activities to ensure the full involvement of students with special needs. Second, ordinary everyday activities with slight modifications provide empowerment for students with special needs. Third, teachers must strive to limit interruptions in the classroom.