The paper investigates the perspectives of kindergarten teachers on the significance of music therapy and musical activities for children with autism spectrum disorders. It emphasizes that music therapy is a therapeutic approach that utilizes music to enhance the emotional, social, and communication skills of children on the autism spectrum. The study addresses two key research questions: the role of kindergarten teachers in musical activities and their attitudes toward working with children with autism spectrum disorders. The structure of the paper comprises a review of relevant literature and an empirical investigation. The literature review covers concepts related to the autism spectrum and music therapy, examining the interrelation between these two areas. The empirical section involves research conducted among kindergarten teachers at five branch facilities of the Vinkovci Kindergarten, with the objective of gathering their opinions and experiences regarding music therapy and musical activities for children with autism spectrum disorders. Autism spectrum disorders are defined as complex pervasive developmental disorders characterized by deficits in social and communication skills, with symptoms manifesting within the first three years of life. Music has the potential to play a crucial role in the language and communication development of children with autism spectrum disorders. Music therapy employs rhythm, melody, and harmony to foster the development of various skills in children on the spectrum. Depending on the therapeutic goals, music therapy can be classified into behavioral, psychotherapeutic, and educational approaches. The empirical findings reveal that most kindergarten teachers are aware of the importance of music therapy and recognize its benefits. Furthermore, there is a clear need for additional professional development for kindergarten teachers and the engagement of trained music therapists in addressing autism spectrum disorders. In conclusion, music is a powerful tool in the developmental process of children with autism spectrum disorders, with the potential to significantly enhance their social, emotional, and communication skills.