The purpose of this study was to explore the attitudes and experiences of clarinet lesson teachers toward their private students with special needs, and to outline pedagogical strategies that clarinet teachers can use with special learners. To determine the results, a survey was sent to private clarinet teachers from the United States (N = 80). Participants were asked about their attitudes and experiences regarding students with special needs and learning differences in their studios, as well as which specific pedagogical strategies they use in their studios. Data were analyzed using descriptive statistics and were used to inform the creation of a pedagogical guide with teaching strategies addressing specific behaviors, processing disorders, communication disorders, and physical disabilities. The first part of the essay demonstrates the need for the study, a review of literature, the method of the study, the results of the study, and the summary and conclusions. The second part of the essay is a pedagogical guide for clarinet lesson teachers. Behaviors, processing disorders, communication disorders, and physical disabilities commonly encountered by participants in this study were discussed and teaching strategies with examples were provided for each characteristic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]