This study focused on the best practices of tertiary music teachers in utilizing music notation software as an aid to musically challenged students. The phenomenon refers to those who have the difficulty in music aptitude, rhythmic, tonal audiation, and music theory. With the use of purposive sampling, ten participants provided significant answers to the questions on the best practices in utilizing music notation software through an interview guide and was treated using thematic analysis. This is a single case study and is anchored on cognitive theory of multimedia learning of Richard Mayer where students learn more deeply through sounds, picture, and words. The results confirm that the best practices of the tertiary music teachers in utilizing music notation software even with no formal training, boil down to being efficient and effective by providing alternative means and navigation of its basic features, resourceful by adjusting to the underutilized features of the software to cater the needs of the musically challenged students, and making use of the opportunities brought by music notation software to aid the instruction of musical and non-musical students in the classroom.