AbstractFindings from literature show that the perception of music educators from different countries regarding special educational needs (SEN) is that they feel unprepared to work with this population. In Mexico there are studies that show that general teachers also face this challenge. Nevertheless there are no studies about this problem focused on music education in this country. The legal framework in Mexico establishes that educational policies must be inclusive and that all the students have the right to access to quality education. Notwithstanding most of the institutions of professional music training in Mexico do not include subjects about SEN, therefore, music educators have to prepare themselves to work with this population in order to provide quality music education. The objective of this study is to approach the perception that Mexican music educators have towards teaching students with special educational needs, especially regarding their own training and the challenges that they face working with this population. This is a descriptive study based on a survey designed by the researcher. It includes multiple choice questions about the participants’ experience teaching students with SEN, their own perception as students in case they have special educational needs, the age range of the students they have worked with, the perception about their own preparedness, their training background and an open question about their personal experience and reflections on the subject. The survey was applied to 86 Mexican music educators (N=86) from different parts of the country that work in general music classrooms and musical instrument lessons. The results show that 82.6% of the participants have worked with students with SEN but most of them feel only partially prepared to work with this population. 82.5% of the participants did not have subjects related to SEN during their professional training and only 43% prepared themselves on the subject. There are also other challenges described by the participants such as insufficient infrastructure, lack of materials, the perception of students’ relatives about SEN and the lack of awareness from other students regarding students with SEN. It is necessary to create better training conditions and to work in collaboration with other specialists in order to provide quality music education for students with SEN. In addition, it is important that educational institutions provide proper conditions for teachers and students given that it is an institutional duty, according to the legal framework.KeywordsSpecial educational needs, inclusion, music education, professional training.