This study aims to examine the possibility of success of inclusive classes in music education, based on an understanding of the difficulties arising during the implementation of inclusive classes. In order to examine the possibility, we observed the activities of an inclusive orchestra called “Symphony,” whose members have diverse backgrounds, and determined the elements to realize inclusive classes. Symphony’s episodes and interviews with its leaders revealed that Symphony’s activities were realized due to the leaders’ understanding of each learner’s unique abilities. “Symphony” was working with the goal of performing at the first regular concert during this period. In other words, while the learning goal was broadly defined, the instructor recognized the individual attitudes of the participating students. Furthermore, to enable learners to participate with a greater sense of ownership, the instructors modified their method, sequence, and environment of instruction. These efforts were more effective due to the structure and functioning of an orchestra. Moreover, due to the nature of music classes, there exist many approaches to achieve the aim of inclusive education. The instructor can modify the class environment after recognizing each learner as a different “individual.” Finally, using music to recognize and nurture the “individual” in the group is not something that can be manualized, but something that can be realized based on the musical expertise of the teacher.