Abstract This study aims to explore the impact of the learning environment on music learning outcomes and examine the mediating role of self-efficacy in this process. A survey of 500 students from five universities in China offering undergraduate music programs was conducted. Structural equation modeling (SEM) was employed to quantitatively analyze the relationships among the learning environment, self-efficacy, and music learning outcomes. The findings indicate that various dimensions of the learning environment—such as course content, teacher-student interaction, peer interaction, learning resources and support, and classroom atmosphere—positively and significantly influence music learning outcomes. Descriptive statistical analysis revealed that teacher-student interaction (mean = 4.5) and classroom atmosphere (mean = 4.4) received the highest ratings within the learning environment, while self-efficacy dimensions scored between 3.8 and 4.2. Path analysis in the SEM showed that the standardized path coefficient of the learning environment to self-efficacy was 0.74, to music learning outcomes was 0.62, and from self-efficacy to music learning outcomes was 0.53, all significant at the p < 0.001 level. Furthermore, the learning environment partially mediated the relationship between self-efficacy and music learning outcomes, with an indirect standardized path coefficient of 0.39. These findings underscore the importance of optimizing the learning environment and enhancing students’ self-efficacy to improve music learning outcomes. Keywords: learning environment; music learning outcomes; self-efficacy; structural equation modeling; mediating effect