In the field of general education, “shadow education” refers to organized, fee-based learning activities that take place outside formal schooling to supplement or enrich students’ educational experiences. While this concept has been extensively examined in academic subjects such as mathematics and languages, little research has explored how it manifests in non-academic domains like music. Yet, the lack of scholarly attention does not mean such practices are uncommon. Learning music outside formal school settings—such as taking private instrumental lessons, joining choirs, or participating in ensembles—is a widespread phenomenon across many societies. According to the 2015 Programme for International Student Assessment (PISA) results, a substantial proportion of 15-16-year-old students worldwide reported taking extra music lessons beyond school, with the participation rate (43.1%) in mainland China notably higher than the international average (38.5%). This suggests that music learning constitutes a meaningful yet underexamined component of shadow education in the Chinese context.This study investigates the types and characteristics of out-of-school structured music learning (OSML) opportunities in Shanghai, drawing on qualitative insights from 15 teachers working across diverse out-of-school contexts. Participants represented a range of teaching areas, including piano, violin, zither, choir, and ensemble. The analysis identifies three major pathways through which children pursue music learning outside school: private-sector studios, public-sector institutions, and programs affiliated with performing arts centres. Each pathway exhibits distinctive organizational structures, pedagogical orientations, and access conditions.By situating OSML within the broader framework of shadow education, this study highlights how market, institutional, and cultural dynamics interact to shape children’s music learning experiences in urban China, with implications for educational equity and participation. It also points to the need for greater scholarly attention to out-of-school music education as an important part of the wider educational landscape. Building a clearer understanding of its forms and structures across different countries will provide a useful foundation for future comparative studies and cross-national exchange in music education.