The study was to examine the differences in recognition of music therapy as a part of related services, by special education teachers(special education class and special education school). Based on the findings, the objective of the study is to provide basic data showing opportunities for application of music therapy in special education to allow music therapy to play its full role in special education. The subjects for the study were 240 special education elementary teachers and 260 special education class teachers from schools in Seoul. In the survey, the total 500 teachers were asked to answer a questionnaire. A total of 331 copies of the questionnaire were statistically handled: 201 from special education school teachers and 130 from special education class teachers. After being corrected and calculated, the items of used copies on the questionnaire were sorted into the 7 point scale, by the researcher, based on research documentation. Frequency analysis, t-test, and ANOVA were conducted to measure the degree of recognition of music therapy as a part of related special education services. The results, by the research topic, were as follows. First, regarding the overall awareness of music therapy as part of related services in special education, the special education class teachers showed higher awareness than special education school teachers(p<.001). Both the groups of teachers regarded music therapy as in the following order: psychological and social support(p<.01), educational support(p<.01), and medical support(p<.05). Second, in regard to demand for music therapy services, there was no significant difference between the special education class and special education school teachers. However, there was siginificant statistical difference in demand of the special education class teachers for music therapy(p<.01), depending on the career of the teachers(p<.05) and types of handicap of the students(p<.01). Third, in terms of the reasons that teachers demand music therapy, both the groups of teachers put priority on improvement of emotional stability and self-esteem for the purpose of music therapy. Fourth, in terms of what demand teachers made for methods to support music therapy, both the groups showed high demand for support at a public education level. Especially, special education class teachers showed higher demand than special education school teachers(p<.001). Regarding what type of a teacher to support music therapy is needed, special education school teachers preferred therapy teachers to support music therapy(p<.01).