Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders that manifests during a child's developmental period, often posing significant challenges in the educational context. The introduction of inclusive education has facilitated the integration of students with developmental difficulties, including those with ADHD, into general education schools. In addition to regular education, many of these students also attend music schools, where musical art and pedagogy converge to create a unique learning environment. However, the education of students with ADHD in music schools remains insufficiently explored. To better understand this area, a survey was conducted among flute teachers in the Republic of Croatia. The aim of this research was to examine the attitudes and experiences of teachers towards students with developmental difficulties, with a special emphasis on students with ADHD. The research consisted of a quantitative part involving 32 respondents – flute teachers in music schools. The research results reveal how teachers adapt their flute teaching methodology in the instructional process to effectively work with students with developmental difficulties and students with ADHD. The importance of support from school expert associates within music schools and close cooperation between parents, teachers, and the school is emphasized to ensure an individualized and inclusive approach to education. The research also highlights the necessity of formal teacher education on the characteristics of developmental difficulties in general, aiming to adequately prepare them to provide high-quality and comprehensive education to students with developmental difficulties and students with ADHD, enabling them to fully realize their potential during music education.