Rural communities inhabit 70% of the territory of Kazakhstan. These communities have historically relied on deep knowledge of and respect for the natural environment (Nurbayev, 2021). The nomadic pastoral lifestyle created a symbiotic relationship between these communities and the place they inhabited (Jayaraj, 2018). Distressingly, the heavily exploitative colonial past with a long history of implementing resource-oriented, human-centered reforms during (pre)-Soviet times of industrial progress and post-Soviet economic modernization affected rural communities and altered their relationship to the land and with more-than-human worlds. Today rural communities are typically discussed from a metrocentic perspective as a "deficit space that needs to be somehow fixed" (Corbett & Gereluk, 2020, p.6). This study aims to understand rural Kazakhstan not as a deficit space but as a space of learning with the more-than-human worlds through the lenses of rurality. To do that, this study explores rurality using a relational approach grounded in Kazakh nomadic knowledge, emphasizing the interconnectedness between children and the more-than-human world. Through walking, which encompassed (1) child-led walking and informal conversation, (2) child-led walking and photographing, and (3) child-led walking and mental mapping activities, rural children could express their relationships with the land and share their nomadic knowledge. Moving beyond traditional extractive methods, the study integrates walking as a sensory and participatory act, facilitating child-led walks emphasizing affective and multi-sensual practices (Springgay & Truman, 2018). These creative expressions serve as knowledge dissemination and resistance against hegemonic narratives that seek to homogenize diverse ways of knowing and being. By centering the voices of rural children, this research offers significant academic and practical contributions to the anthropological sciences. It addresses a critical gap in the literature, reimagining rurality as a dynamic place of learning and being highlighting the importance of relational, sensory, and participatory methodologies in understanding rural learning environments.