According to the available literary data, it has been established that autistic children have a special talent and aptitude for music and other fine arts. In conjunction with medical specialists and pathologists, for several years we conducted series of medical, musical, scientific and experimental studies in the field of music therapy. The carried out researches and experiments were based on conduction and impulses between neurons. The results were published in foreign and Turkish scientific journals, and also reported at international congresses. According to the literature, an increase in the number of synaptic connections between neurons and nerve fibers has been noted in the autistic nervous system. It was also proven that autism is characterized by weak perception of stimuli by the central nervous system synaptic connection and an increased perception of stimuli by the local neuronal connection. In our opinion, it is this compensatory amplification of the local connection that creates hypersensitivity to musical stimuli, and can explain peculiar talent for music and other forms of art in autistic children. The presented work analyzes the specifics of the development and functionality of musical memory in autistic children. The following categories have been established in memory processing: 1. Emotional 2. Locomotor 3. Aural 4. Visual 5. Conceptual 6. Cultural and logical. The task of our research was to reveal the peculiarities of the development of musical memory in autistic children, relying on the practical experience during piano lessons. In our opinion, it is important to use the tendency of autistic children to be orderly, routine, time and space-oriented, to use their strong mechanical memory and quick wittedness to stimulate the development of not only mechanical but also auditory, emotional and visual memory to achieve learning. Our practical experience has shown that with the proper methods autistic children learn and remember well using aural memory. That is why it was imperative to stimulate their memory by using constant repetition of presented musical material. Along with this, conducting lessons in playful fashion was used, which also proved to be very effective in the development of musical memory. In the process of learning, musical and didactic games were also very helpful in memorizing musical material. Utilizing toys/using various games has proven to be very productive. Thus, for the development of musical memory we tried to include the work of all analyzers, namely: 1. Pictures, illustrations, toys 2. Singing melodies 3. Memorizing by ear 4. Incorporating mechanisms that promote locomotor and mechanical memorization 5. Incorporating mechanisms of synaesthesia (to teach the child to imagine the "taste", "smell" of musical fragments, etc). Of particular importance is always an individual approach, taking into account the characteristics of each child. Based on the foregoing research and the information presented in literature by prominent musicians, we concluded that autistic children can realize their musical potential quite extensively in application of musical fine arts and creativity.