Music teachers in the United States have reported feeling unprepared to teach students who speak a primary language other than English at home and who are still developing English language proficiency in school. In the United States, a common term to refer to this group of students is English Learners (ELs). In responding to the presence of ELs in their classroom, music teachers may rely on multicultural repertoire choices alone rather than specifically tailored instructional supports (Scherler, 2006). When music teachers utilized specific instructional supports, they noted higher engagement from students identified as ELs (Miranda, 2011). The purpose of this research was to examine the preparation and support music teachers received and the instructional strategies they used for teaching in elementary schools with high proportions of ELs. A questionnaire was developed based on previous research (Goldenberg, 2008; Jones, 2024; Rader-Brown and Howley, 2014; Reeves, 2006; Okhremtchouk & Sellu, 2019). The online survey was sent to a random sample of 860 elementary general music teachers in the U.S. teaching in elementary schools where ELs made up 20% or more of the student population (as identified by thegenerlizer.com). This process yielded n=32 responses, a response rate of 3.7%. Participants were mostly female (82%), white (81%), lived in either the Southwest (42%) or the North Central (42%) United States, averaged 40 years old (with an age range of 23-57 years), and had taught music an average of 13 years (with an experience range of 3-27 years of teaching). Participants reported the EL population of their schools ranged from 18-99% with an average of 48%. All participants taught students whose primary language was Spanish (100%) and half of the participants worked at schools with multiple primary languages spoken among the student population including language such as Swahili, Arabic, and Hmong, among others. Findings indicated that when it came to preservice teacher preparation, most did not take any classes focused on teaching ELs. This included non-music education classes (56% had no courses with content on ELs) or music education courses (88% had no courses with content on ELs). In terms of supports in schools, most general music teachers were informed of the presence of ELs in their classrooms most of the time (69%). However, teachers were nearly evenly split in terms of receiving information from their school regarding student language proficiency levels (36% most of the time, 32% some of the time, 32% seldom or never). Supports that teachers received some of the time included professional development opportunities (58%) and access to curricular and instructional materials to meet the needs of ELs (61%). Most general music teachers reported seldom or never receiving a) support from language development teachers (58%), b) opportunities to collaborate with other faculty regarding ELs (45%), c) support from administrators for serving ELs in their music classroom (42%), or c) sufficient planning time to meet the needs of ELs (48%). Participants frequently utilized a wide range of instructional strategies that aligned with best practices in teaching ELs including cooperative learning, comprehension checks, building vocabulary, adjusting instruction, providing redundancies in key information, culturally responsive teaching approaches, and interactive instruction. Perhaps unsurprisingly, most elementary general music teachers only sometimes used specific strategies to scaffold language development such as sentence starters, word walls, or fill in the blank answer completion. In the open-ended responses, some participants shared examples of combining multiple strategies to support students, such as implementing cooperative learning (buddies), redundancies in key information (modeling), and building vocabulary: “The students who are very low in English proficiency sit next to students who can translate for them if needed. I do a LOT of modeling, checks for understanding, and repeat academic words.” Another participant shared how they provided redundancies in key information using modeling and visuals, and adjusted their instruction with wait time: “Give ample think time before asking them to speak. Model what I want them to do. Visuals for everything.” This research suggests that elementary general music teachers who work in school settings with high proportions of ELs may not receive adequate support for teaching this population. However, the participants in this research reported frequently utilizing a wide range of instructional strategies considered to be best practices for working with ELs. One area where music teachers may need additional instructional support is in scaffolding language development, utilizing strategies such as sentence starters, word walls, and other such supports. These strategies may be least naturally linked to common practices in elementary general music, especially using written language in music performance-oriented classrooms.