Bourdieu’s theories and concepts have had an enormous impact on sociological and educational research, including empirical music education research. This article proposes the inclusion of Amartya Sen’s Capability Approach as a complementary perspective in research on social justice in music education, as this allows individual interests to be given greater consideration and transformation factors to be analyzed in a more differentiated way, so that development opportunities and necessities in educational contexts and institutions become visible and can be addressed.