Music serves as a vital bridge for cultivating shared emotions within the "community with a shared future for mankind," while equitable music education lays the groundwork for nurturing global citizenship. Since 2018, the Hainan Provincial Department of Education in China has implemented the Coconut Sapling Aesthetic Education Initiative, leveraging higher education resources to support primary and secondary schools with underdeveloped arts education programs. As the lead implementing institution, Hainan Normal University has donated thousands of recorders to remote schools across the province over four years, significantly improving access to aesthetic education resources in underserved areas. This study examines a recorder ensemble established at a rural primary school in Hainan Province as a representative case, aiming to explore the feasibility and developmental pathways for implementing such musical initiatives in resource-limited educational settings. The study addresses the following questions: (1) What favorable conditions support the implementation of recorder ensembles in rural schools? (2) What major obstacles are encountered in practice? (3) How can the long-term development of these ensembles be effectively promoted? A qualitative case study approach was adopted incorporating in-depth interviews with participating teacher and participatory observation to collect comprehensive and reliable date. The findings reveal that key opportunities include strong support from national aesthetic education policies, coupled with the recorder's cost-effectiveness and ease of learning, which align well with the resource conditions of rural schools. However, significant challenges persist, including a shortage of specialized instructors, limited resources, varying student preparedness, and insufficient societal recognition.To achieve sustainable development, we propose three strategic transitions: first, from mere "existence" to "excellence" by enhancing quality and distinctive features; second, from sporadic "activities" to a structured "curriculum" by developing systematic teaching content; and third, from "external dependence" to "endogenous development" through cultivating local teaching capacity. In conclusion, while initial progress in establishing these ensembles is evident, their long-term sustainability requires systematic effort. Through sustained policy support and deliberate curriculum development, recorder ensembles can fully realize their potential to enhance students' musical literacy and foster cultural confidence, thereby contributing meaningfully to the advancement of educational equity.