Teaching Music Culture is an important subject that allows students to develop musical skills, understand music theory and culture, and express themselves through music. Inclusion refers to the integration of students with developmental disabilities into regular educational processes. This approach can present challenges for Music teachers as they have to adapt their teaching methods and materials to meet the different needs of students. In the theoretical part of this paper, the goal of teaching Musical Culture and the domain specified in the curriculum is described. The types of difficulties derived from the „ Pravilnik o osnovnoškolskom i srednjoškolskom odgoju i obrazovanju učenika s teškoćama u razvoju“ are listed and described. Also, music therapy was mentioned, which can be extremely useful for encouraging the development of various skills in children with developmental disabilities. In the empirical part, an interview was conducted in which students were asked about their previous education and information about working with children with developmental disabilities in the Music Culture class. 6 students took part in the interview and gave their answers to the questions and expressed their thoughts. The majority of students express their dissatisfaction with the lack of practical experience in working with students with disabilities and emphasize the importance of additional activities and workshops that would enable them to have real experience in working with students with disabilities. Ultimately, this research indicates the need for continuous efforts to improve the preparation of future teachers for inclusive education, with an emphasis on practical experience and cooperation with relevant institutions. In addition, it is important to adapt training according to the specific needs of students and to continuously research and develop strategies for inclusion in different teaching disciplines.