This study tried to research on the experience that special education teachers who participate in the music therapy of the meaning of music therapy in inclusive edu-care settings. through phenomenological qualitative study. The subjects in this study were six selected special education teachers who have experienced participating in music therapy classes for children with developmental delay and children without developmental delay in inclusive edu-care settings. For the data collection, the researcher had in-depth interviews with special education teachers. The data was then analyzed according to Colaizzi’s method of Strauss and Corbin(1990) and constant comparison method of Jung and Kim(2014). The followings are the findings of study 26 themes, 12 theme clusters, 5 categories based on interview were selected. The currant music therapy in inclusive edu-care settings is child-centered therapy. Children with developmental delay shows interests in music therapy. It would make them voluntarily participate in the music therapy activities, show potential abilities and facilitate improvements. Children with developmental delay don’t want the termination of music therapy services. This study is meaningful that it to suggested methods of musical and clinical skills that music therapist who are in child-centered therapy in inclusive edu-care settings should obtain. Also, the study have shown the potential of music therapy as a related service of the inclusive edu-care settings.