El presente estudio plantea la necesidad de cuestionar la coherencia de los fines educativos que se desprenden del DECRETO 91/2013, de 5 de julio, por el que se regulan las Escuelas de Música de la Comunidad Valenciana. Utilizando una perspectiva comparativa de tipo cualitativo se ha tratado de averiguar si los planteamientos organizativos y metodológicos de tres centros de Educación Musical (una Escuela de Música, una Escuela de Educandos y un Centro Integrado) tienden a una orientación amateur, en coherencia con el Decreto mencionado, o bien tienden a un enfoque profesionalizador. Los resultados obtenidos apuntan a este segundo enfoque, situando como principal causa las características del contexto en el que se encuentran situados dichos centros Todo lo cual es evidenciado por su planteamiento organizativo y metodológico.The present study poses the necessity of questioning the coherence of educational goals arising from Spanish laws, by which music schools from the Community of Valencia are regulated. By means of a qualitative comparative perspective., it tries to find out if the organizational and methodological approaches of three Musical Education centers (a Music School, a Learner's School and an Integrated Center) are linked to an amateur orientation (in coherence with the Decree) or if they prioritize the access of its students to the Professional Conservatory. With this aim, a research of qualitative design has been carried out, in which, based on the triangulation of information sources, the obtained results, evidenced by its organizational and methodological approach, indicate professionalization, placing as the main cause the characteristics of the context where these centers are immersed.