This study aimed to examine the perceptions and lived experiences of female and male students regarding learning opportunities in rural elementary school classrooms using a comparative approach. The research employed a qualitative design and thematic analysis. Data were collected through semi‑structured interviews with 19 sixth‑grade students in rural schools of Chaharbagh County, Alborz Province. Purposive and convenience sampling were used, and interviews continued until theoretical saturation was reached. Data analysis followed Braun and Clarke’s (2006) six‑phase framework.

Findings were organized around two research questions. For the first question, concerning students’ perceptions of learning opportunities in the classroom, 5 main themes and 19 sub‑themes were identified, including opportunities related to instruction, content and lesson delivery; access to learning support resources; the emotional‑psychological climate of the classroom; participation structures and equity in learning opportunities; and the physical environment and classroom facilities. For the second question, which focused on comparing the perceptions and experiences of male and female students, the findings were categorized into 2 main themes and 10 sub‑themes, reflecting similarities and differences in their learning experiences.

Results indicated that factors such as teacher clarity, the use of varied examples, appropriate instructional pacing, practice opportunities, teacher support, and sometimes peer assistance—along with the classroom’s emotional climate and level of participation—play a significant role in shaping students’ learning opportunities in rural schools.