The purpose of this study is to investigate recent developments in the mainstreaming of blind students into lower secondary music classes and to determine to what degree the music curriculum has to be modified to meet the needs of integrated blind students. The study investigates: the significance of the role of the home environment and external support networks concerning blind students undertaking school music programs and the impact of informal learning experiences on the musical learning process of blind students; the general attitudes of both blind and sighted staff and students associated with the integration of blind students into lower secondary mainstreamed classrooms; the effectiveness of integrated music programs within the school environment and the modification of these programs and resources to meet the needs of blind students; the impact of private music teaching systems on blind students undertaking music within the school environment; and the current direction of integration in Australia and the possible influence of European trends. An analysis of the Western Australian Unit Curriculum Class Music and Instrumental and Ensemble components 7611 and 7621 was undertaken to determine the appropriateness of the syllabus in music instruction for blind students. Information regarding blind students attending lower secondary mainstreamed classrooms was collected from a selection of sample schools in Brisbane, Sydney and Melbourne, but the main focus of the research was a case study currently enrolled in a school in Perth which offered class music units. The research showed that the highly developed listening, perception and aural skills acquired by the majority of blind students in the music learning environment questioned the focus of visually based music literacy programs undertaken by secondary school music students in Australia. It also revealed that the majority of blind students encountered in the study found that mainstreamed music learning was less satisfying than their musical experiences with other blind students, indicating that the current European trend towards more segregated learning may be appropriate for blind students in Australia. Also the validity of Braille music literacy could be challenged by the use of current technology such as voice activated screen reading computers.