Teacher shortages are a major issue in Québec and beyond. Experts partly attribute this shortage to the increased workload resulting from the large-scale integration of students with special needs into mainstream schools. This study draws on data from a multiple case study conducted in winter 2024 with eight elementary music specialist teachers in Québec, Canada. One of the objectives of this research was to explore the lived experiences of music teachers as well as their perceptions of students with special educational needs within the context of their daily practice. Data were collected between January and May 2024 through individual interviews and one focus group. The findings indicate that participants generally held positive views of students with special needs in music education. However, they may disengage when school organization proves inadequate or when human resources are insufficient. Similarly, teachers expressed greater fear, anxiety, or apprehension toward these students when they had limited knowledge about them, particularly early in their careers. The study concludes that the difficulties experienced by music teachers could be mitigated through initial and ongoing training specifically focused on teaching music to students with special needs, as well as through stronger support in the field.