Three fourth-grade repeaters, with retarded classroom academic behaviors, participated in a study designed to increase the number of correct trials of matching verbal name labels with the corresponding pictures of music rest, rhythm and dynamic symbols, presented visually. The design used combined elements of the reversal and multiple baseline designs. The results indicated that successive approximation techniques, coinbined with a standard feedback device and verbal approval as reinforcers, may be effective in increasing verbal multiple music discrimination learning. Additionally, the learning of music terminology may be a source of improving student verbal behavior repertoires.