Music teachers of schools for the blind and visually impaired are responsible for several grades, and only one music teacher carries out class activities, considering the various disabilities, needs, and levels of the visually impaired students at the same time. Because it is difficult to maintain such a learning site, music therapy activities involving Korean music lessons are needed. The purpose of this study is to grasp the current status of schools for the blind and visually impaired related to music therapy activities during Korean music classes and promote the activation of Korean music therapy based on experiences of Korean music therapy and non-musical changes in musical therapy. For this, a questionnaire designed to examine the status of Korean music therapy was made and distributed to 12 music teachers at school for the blind and visually impaired, and 12 teachers were responded. The results of the study are as follows. Firstly, the schools for the blind and visually impaired have a learning environment that makes Korean music therapy possible. After examining places for Korean music therapy activities, availability of school owned musical instruments, music teachers‘ performance abilities, a ratio of students with the visual impairment and students with the visual impairment and additional disabilities, it was found that more than half of the students were visually impaired with additional disabilities and needed extra learning support. Secondly, musical experiences in Korean music therapy are highly related to sociality in terms of developmental aspects. The types of experience of Korean traditional music therapy are divided into recreation, improvisation, creation, appreciation, and integrated activities, and they are most effective in the social area of body, cognition, health, society and language. Thirdly, non-musical changes through Korean music therapy can be grounded in psychology. Students are able to understand the change situation of students music through Korean traditional music therapy with respect to each psychological characteristic by medical, behavioral, psycho-dynamic and humanistic aspect. Fourthly, Korean music therapy activities are necessary for the emotional cultivation of students with visual impairment. The emotional area is overwhelmingly dominant in significantly contributing to students. Emotional empathy is needed to show positive changes in student’s depressed emotions and sociability. The study examined the current condition and status of Korean music therapy, experiences of Korean music therapy, non-musical changes, and measures for the activation of Korean music therapy. It offers a chance to investigate the role of music teachers at the blind and visually impaired schools and to consider the exchange of teachers’ opinions to vitalize Korean music therapy. In order to continuously develop Korean music therapy activities at schools for the blind and visually impaired, it is necessary to perform high-quality follow-up research for the activation of Korean music therapy that works on a questionnaire for students who are currently attending at the twelve schools for the blind and visually impaired in Korea.