This study explores high school students’ perceptions of equity in music education in Shandong Province, China, through a mixed-methods approach. A total of 486 valid questionnaires and 10 semi-structured interviews were collected from one urban and one rural high school to examine three core dimensions of equity: resource allocation, teacher-student interaction, and educational policies and systems. Descriptive statistics revealed a moderate overall level of perceived equity, with the highest mean score in policy-related aspects and the lowest in teacher-student interaction. ANOVA results indicated significant differences by geographical location and gender. Urban students perceived higher equity than rural students, especially in terms of resources and teacher engagement. Gender analysis showed that male students reported more favourable perceptions in teacher-student interaction, though differences in other areas were not statistically significant. Qualitative data supported the quantitative findings, highlighting disparities in access to facilities and teacher attention, as well as students’ limited awareness of educational policies. The findings emphasize the need for targeted improvements in rural music education infrastructure, more inclusive classroom practices, and enhanced communication of equity-related policies to students. This study contributes to the limited global literature on equity in music education and offers empirical evidence to inform policy and pedagogical reforms.