In Latin America, the music classroom is almost inexistent in the schools of the most countries. In this context, Chile arises as an exception, although it does not involve necessarily a democratization of music education, due to the fact that only two in five students attend schools which have an appropriate classroom for carrying out a music lesson. This research aims to establish whether there are differences in social representation that students who attend to Chilean public education centers have constructed concerning the educational implementation of music education. The method responds to non-experimental quantitative design, using a stratified random sample because the subjects attend public schools which rely on the Municipality of San Fernando. The results demonstrate that there are significant differences in the social representation of subjects in regard school implementation for music education, both by the demography of the schools and educational level of the sample. In conclusion, the education system postpones the integral student formation, up to the point that it is infringing on essential policies o f equity and quality from music education.