The topic of this paper is musical stimuli in working with children with speech difficulties in primary education. Students with speech and language difficulties are included in regular or adapted programs in primary schools. Students with such difficulties often face challenges with integration into the educational process, so teachers are expected to have competencies that would make the inclusion process easier. Music and speech share common characteristics and are interconnected. Music stimuli can greatly impact speech positively, as well as the overall individual. In line with that, the aim of this paper is to present types of speech difficulties that can occur in primary school students and to demonstrate music therapy techniques that can have a positive impact on improving them. Collaboration between teachers, parents, and professionals plays an important role in the progress, as their additional expertise can contribute to a faster and more successful rehabilitation of such difficulties. The empirical part of the paper is based on research on the attitudes of future teachers regarding the application of musical elements in working with children with speech difficulties in primary education. The idea was to analyze the attitudes of future teachers regarding whether they consider the use of musical elements desirable when working with children with speech difficulties, whether it should be introduced into the curriculum, and whether they have sufficient competencies for such work. The results showed that the use of musical elements in working with children with speech difficulties is desirable but requires additional training. Furthermore, the research showed that awareness of the possibility of using music in working with children with speech difficulties does not influence the desire to incorporate musical elements as aids in teaching and that attending music school does not affect the inclination to use music and musical elements in the future work of future teachers. However, difference was observed in responses to the statement of whether music contributes to better integration of children with speech difficulties in the classroom, depending on the year of study.