As a highly representative genre within traditional Chinese music, Chinese opera boasts over three hundred distinct forms, among which Kunqu Opera stands out prominently. Recognized not only as a "living fossil" of operatic art but also as an intangible cultural heritage cherished by humanity, Kunqu Opera has garnered significant scholarly attention in recent years regarding its integration into classroom settings. Jiangsu Province, the birthplace of Kunqu, has developed unique approaches to promoting "Kunqu Opera on Campus."This study aims to analyze the practical implementation and impact of Kunqu Opera in local school music education, addressing the following questions: (1) What is the current state of Kunqu's development within and beyond the formal school curriculum, including achievements and challenges? (2) How can the "Kunqu Opera on Campus" initiative be more effectively advanced in the future?Through a case study approach, music teachers from three secondary schools in Jiangsu Province were interviewed. Key findings include: (1) All three teachers have incorporated Kunqu into their music classes, introducing basic recitation and movement imitation. However, instructional outcomes are suboptimal, as traditional lecture-based methods fail to engage students, who generally lack interest in traditional culture. (2) While all three schools have established Kunqu clubs or interest groups, occasionally inviting professional performers for guidance, student enthusiasm is largely limited to staged performances with costumes and makeup, with little interest shown in appreciation-based activities. (3) Limited emphasis on cultural subjects within the school system reduces institutional support for Kunqu-related activities. Teachers also lack specialized expertise, and parents perceive the time and effort required as disproportionate to academic returns. (4) A lack of institutional prioritization for Kunqu Opera inheritance is evident in schools. Compounding this issue, educators seldom adopt student-centered pedagogical approaches in their Kunqu teaching practices. Parental support for initiatives led by schools and teachers also remains inadequate.The conclusion of this study is that despite policy support, the integration of Kunqu Opera into secondary school music education in Jiangsu Province faces significant challenges—including didactic teaching methods, insufficient teacher expertise, and utilitarian attitudes—which result in low student engagement and compromised cultural transmission, thereby necessitating further research with broader geographical and student-centered perspectives.