The 2024 reform of China's Arts College Entrance Examination (ACEE) has restructured the evaluation system for music majors by emphasizing general academic performance over professional skills, prompting discussion among educators and students. Music candidates are grouped into music education and music performance, the latter divided into vocal and instrumental specialties. This pilot study investigates how these changes have influenced music candidates’ admission choices and program selection. Adopting a descriptive qualitative method, we conducted semi-structured interviews with five music majors from universities across five provinces in China. Thematic analysis revealed four key findings: (a) the selection of music education programs was primarily influenced by broader admission opportunities, with acceptance rates prioritized over vocational alignment; (b) the choice of music performance programs was influenced by perceptions of exam manageability and the feasibility of short-term preparation; (c) the increased emphasis on academic achievement introduced uncertainty, as strong performance in musical components no longer ensured admission to top-tier institutions; and (d) information asymmetry surrounding the new policies resulted in uneven outcomes, allowing some lower-scoring candidates to secure placements at prestigious schools through strategic application choices. The findings revealed how pragmatic considerations, disparities in skills and information, and increased academic pressures shape candidate decisions under the reformed system. We discussed implications for policy and practice, noting that the reform may reduce the phenomenon of selecting music programs for instrumental purposes due to lower academic performance. To foster equity and sustain artistic talent development, the study suggested providing robust academic and career guidance and considering a multi-threshold admission model that safeguards access for students with exceptional musical promise.