The purpose of this study is to find out how musical therapeutic programs can influence on children’s self-expression and social skills. 12 sessions were conducted from September to October, 2007 to 2 children who are 2nd and 3rd graders studying at special education classes in K elementary school located in Chung Cheong Province. Both of them were classified into students with learning disability in the school so they were receiving general education in a regular class and at the same time separate education in a special class. Therapeutic process was observed and analyzed by video-recording, and for objectivity an advisor and a student majoring in music therapy participated in the analysis together. This study was conducted, focusing on improvement of self-expression and social skills through various methods of musical therapy held in musical therapeutic sessions. In sum, the results of this study are as follows; First, as musical therapy progresses, their verbal and non-verbal skills in expressing themselves were improved. For example, passive and quiet voice became more specific and longer, adding adjectives and describing their emotion in details. Secondly, as musical therapy progresses, they were inattentive, shouted, did some aggressive behaviors at first but they started to apologize their faults and forgive from the middle of session. In the latter of the session, they stared at each other’s eyes, actively played together, tuning in and showed some changes such as giving in and complimenting each other. As above, musical therapeutic programs have made behaviors such as care about others, cooperation, emotion control increase in children with learning disabilities than before participation in the music therapy programs. This result has come out because musical therapy has a positive effect on stability, self-control and relationship improvement in a perspective of emotional and social development, and represents that musical therapy has a meaningful effect on the self-expression and social skills of children with learning disabilities.