This study explores children's perceptions and learning experiences in rural tourism destinations in Rasht County, Iran, using Vygotsky's sociocultural theory as its theoretical framework. Employing a qualitative approach and grounded theory methodology, data were collected through 30-minute in-depth interviews and the analysis of drawings from 12 children aged 6 to 12. Thematic analysis led to the extraction of 123 initial codes, categorized into 13 subcategories and five main themes: family relationships, local community and culture, nature-based tourism, physical activities and recreation, and unpleasant experiences. These themes demonstrate how social interactions with relatives and locals, engagement with cultural tools such as local foods and handicrafts, and exposure to nature contribute to children's cognitive and social development. Challenging experiences, such as encounters with animals, also foster experiential learning by enhancing resilience and problem-solving skills. Rural tourism emerges as a dynamic setting where children actively construct knowledge through dialogue, play, and immersion in local culture. In conclusion, the study highlights the learning potential embedded in rural tourism in Rasht, supporting children's cognitive, social, and environmental growth. Vygotsky's framework illustrates how family interactions, cultural tools, and natural experiences nurture curiosity, creativity, and identity formation in children. Even unpleasant experiences contribute to learning by fostering adaptability. These findings emphasize children's agency as active learners, redefine their role in tourism, and affirm the educational capacity of rural destinations.