Education has long been regarded as a critical issue for China's sustained development, and music education has gradually reformed in line with global trends. However, urban-rural educational disparities remain a persistent challenge, with rural schools facing the dual problems of resource scarcity and insufficient prioritization in music education. Driven by the Ministry of Education's promotion of arts learning policies and shifting societal attitudes, an increasing number of students are choosing music as a future career path. Nevertheless, the proportion of rural students pursuing specialized music education remains significantly lower than their urban counterparts. Therefore, this study aims to explore the current state of specialized music education among secondary students in rural Chinese schools from both student and teacher perspectives, and to investigate how suitable educational models can be developed within existing conditions.This study employed a mixed-methods case study approach, involving 375 students from four rural secondary schools in Jiangsu Province who completed questionnaires, along with interviews with four music teachers. Results indicate that rural secondary students generally exhibit positive intentions and attitudes toward specialized music education. However, inadequate teaching facilities and teaching materials featuring musical works overly detached from real life significantly impact students' perceptions and attitudes toward music learning. The direct factors hindering rural students' pursuit of music as a major include a controlling cultural environment, relatively impoverished family conditions compared to urban students, authoritarian parenting styles, and a highly competitive examination system. These constraints limit students' willingness to pursue professional music training. Furthermore, the widespread lack of full-time music teachers in rural schools, coupled with resource disparities that limit access to professional training and music competitions, further restricts the development opportunities available to rural students.Addressing the disparities in music education between urban and rural areas and promoting specialized music studies for rural secondary school students presents challenges, yet these are not insurmountable. Governments and schools must implement targeted training programs tailored to the realities and needs of rural students. Efforts should focus on strengthening awareness and guidance at the household level to shift outdated perceptions, while establishing funds and scholarships to support and encourage students' specialized studies. This research contributes to ongoing discussions on how to ensure rural students access effective specialized music education. It advocates for a multi-faceted support system involving government, schools, families, and society to provide richer, more precise educational resources, thereby enhancing educational quality and fostering students' learning and holistic development.