The aim of this paper is to build a capability-based framework, drawing upon the strengths of other approaches, which is applicable to the complexity of the urban-rural divide in education in China. It starts with a brief introduction to the capability approach. This is followed by a discussion of how the rights-based approach and resource-based approach can supplement the capability model; this framework is then employed to draw out new insights regarding the case of urban-rural inequality in China. It concludes by highlighting the contribution of this framework in terms of mapping out the interlocked processes that create the urban-rural divide in education by taking account of children growing up under the influence of a wider socio-economic context. In doing so, it sheds light on issues which tend to be otherwise overlooked. (Contains 1 note, 1 table, and 6 figures.)