Background music played in the class is an educational intervention that has been proven to have a positive impact on student behavior management. By the way, several studies have highlighted the effectiveness of music when it is listened by students with special needs. To examine the effects of Mozart background music on the engagement behavior of 13 students with mild intellectual disability enrolled in a two self-contained gross motor activity classes an ABAB with drawl design was used to demonstrate a functional relationship between music background and student’s engagement behavior. Visual analysis of a repeated-measures graph and statistical analysis for the two classes suggested that there is no significant effect of Mozart music background on the student’s engagement during gross motor activities setting. There is not a significant difference between the first implementation of intervention B1 and baseline conditions A1 (p>0.001). Likewise, there is not a significant difference between the second implementation of music background B2 and second baseline conditions A2 (p>0.001). Results showed that Mozart music background did not influence student’s engagement behavior.