The aim of this paper was to present experiences of teachers employed in elementary and high music schools, who work with children with developmental difficulties. The main aims were to explore whether music teachers are prepared to work with children with developmental difficulties after Master graduation and do they have an opportunity to continue their education in this field after graduation. Other aims were to find out do music teachers have a support of school expert associates. The whole research consisted of both quantitative and qualitative research. 27 music teachers participated in quantitative research part, and 4 music teachers agreed to participate in qualitative research part (interview) as well. The results showed that most music teachers do not learn at University how to work with children with developmental difficulties, nor do they have many opportunities to gain some formal knowledge in this field after graduation. Most music teachers seak information necessary to work with children with developmental difficulties for themselves. According to music teachers, music schools mostly do not employ school expert associates. However, music teachers believe that they would profit from help of school expert associates, considering working with children with developmental difficulties. Music schoo lteachers make some adaptations in school programme, process and materials depending on the child's difficulties.