The purpose of this study was to investigate music educators’ perceptions of their educational preparation and the availability of instructional supports to work with students with disabilities in their classrooms/ensembles. Music educators (N = 1,128) representing all 50 United States responded to a survey fashioned after a similar instrument used by Gfeller, Darrow, and Hedden. Results indicated slight positive increases over the past two decades in regards to types of course offerings, in-service attendance and availability, involvement in the Individualized Education Program process, placement decisions, consultation with special education experts, and provision of adequate preparation time and resource materials/adaptive devices. Results also indicated that current music education practices (e.g., music-specific coursework, workshops, and in-services) created greater feelings of preparedness to work with students with disabilities and increased attendance at additional educational opportunities. The discussion includes further results and educational implications.