Load shedding in South Africa has a profound impact on various sectors, including education, and specifically, South African music education faces significant disruptions. One of the most notable effects is the interruption of music instruction, with load shedding frequently causing classes to be interrupted. This leads to gaps in learning and a disjointed educational experience for students. The aim of this article was to investigate the influence of load shedding on South African higher education, particularly in Schools of Music. The study utilized a qualitative research method and relied heavily on secondary data. It employed a data cleaning strategy and a triangulation approach to ensure data validity and minimized bias. Additionally, Critical Pedagogy Theory was used to address the exacerbated socio-economic disparities resulting from load shedding. The findings of the study highlighted that before the onset of load shedding, South African music education already faced an urban-rural divide, with urban institutions having better resources and opportunities than rural schools. Load shedding exacerbates these disparities, as students from disadvantaged backgrounds face increased barriers to accessing musical instruments and supplementary resources. In conclusion, the study emphasized the urgent need for concerted efforts to mitigate the impact of load shedding on music education. It underscored the transformative potential of inclusive, uninterrupted music instruction for students in South African rural-based Schools of Music.