This Master’s Dissertation aims to analyse the “Horarios Integrados” Programme (PHI), an initiative that enables students to simultaneously pursue Obligatory Education with Professional Artistic Education. The study approaches the Programme from historical, legal, organisational and pedagogical perspectives, incorporating the views of current and former students, as well as teaching staff and management teams of IES “El Carmen” and the Conservatory of Music of Murcia. To achieve this, a methodology was used based on quantitative analysis through questionnaires complemented by qualitative techniques, such as documentary review and interpretation of open-ended questions. The results obtained have made it possible to assess the impact of the programme both at the organizational level within the institutional context and in the educational experience of both student groups, as well as in their emotional well-being and future academic or professional paths. From the analysis, several strengths of the programme have been identified, including improvements in student’s autonomy, time management and overall satisfaction with the model. However, some weaknesses have also been detected, mainly related to academic workload, coordination between institutions, and the emotional balance of the students. The dissertation concludes with a set of improvement proposals, a SWOT analysis that visually summarises the key aspects of the programme and suggestions for future lines of research.