There is a large population of students who are not fully engaged in school. Students who are disengaged, inattentive, and withdrawn in the classroom perform worse academically than their more-engaged peers. It is important that teachers choose innovative resources that can more effectively engage learners, and this study aims to help instructors and administrators determine whether music-infused mathematics classrooms could be used to that end. This phenomenological study explores teachers' perceptions about their experiences integrating music into their classes, and the effects that had on student success. The research answers two important questions. First, "How do teachers believe music-infused classrooms have impacted students' engagement?" And second, "What do teachers perceive as the most effective ways to implement music- infused mathematics classrooms? The conceptual framework combines the Mozart effect with Gardner's multiple intelligences theory, and examines music's ability to increase engagement and arousal in students. Thirteen K-12 teachers, who used music in their classrooms, were recruited to describe their experiences in promoting success through music, the different musical resources used, and their preferred methods of integration. The results indicated that music positively impacted classroom management, improved social--emotional wellness, and increased math-skill development. The most effective implementation methods involved creating playlists with carefully curated genres and songs, used to help structure class time and keep students on-task. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]