The purpose of this research was to explore secondary music teachers' perceptions and experiences with English language learner (ELL) students. Specifically, we sought to understand teachers' educational backgrounds, dispositions, and pedagogical decisions related to working with ELL students. The questions guiding the study were: (1) what are secondary music teachers' dispositions toward working with ELL students; (2) how do secondary music teachers perceive the availability of supports for working with ELLs; and (3) what resources would be helpful in working with ELLs? Using membership data supplied by the Texas Music Educators Association, a survey was distributed to secondary music teachers in the state of Texas. A total of 113 teacher responses fit the selection criteria and were included in the analysis. Results indicated that most music teachers felt comfortable teaching ELLs and teaching music concepts to ELLs, although some participants indicated they were not provided resources for working with ELLs. Implications for the profession include music-specific professional development opportunities and multilingual resources for music classes to better serve ELL students.