The purpose of this study was to investigate meaningful experiences of the severely-impaired children in music therapy. The individual music therapy sessions for five severely-impaired children were conducted weekly for 12 weeks by a primary therapist and two co-therapists. All the session were recorded on video tapes. Then, these therapists reviewed each video tape and session logs, and chose the meaningful experiences of music therapy for each child. The researcher as a primary therapist analyzed the data into six categories: accepting, being validated, leading, interacting, flexible playing, and spontaneous movement.