The purpose of this study was to explore the influence of personal, parental, and school-related musical factors on music participation among public elementary and secondary school students in an economically advantaged urban area in China. A total of 12,155 students from sixth, eighth, and 11th grades reported their demographic information, musical interest, attitude, self-concept, perceived parental support, and perceived school music environment. The results indicated that (a) the female students and those with higher socioeconomic status had higher levels of musical interest, more positive attitudes, a stronger musical self-concept, greater perceived parental support, and better perceived school music environments; (b) there was a gap between National Curriculum Standards and actual music education delivery at the elementary level; (c) students' demographic and personal factors were more influential than parental and school factors in predicting music participation; (d) there was a significant association between socioeconomic status and engagement in out-of-school music activities; and (e) parental support and the perceived school music environment moderated the relationships between personal factors and music participation. By illuminating the complex dynamics that affect music participation in a metropolitan Chinese context, we hope to enhance global understanding and foster cross-cultural discourse on music education.