The present study aimed to explore how early primary school students perceive and experience the ideal school, focusing on happiness, play, and school expectations. A qualitative approach with a descriptive phenomenological design was employed. Participants were 30 female students from the first, second, and third grades of primary school during the 2025–2026 academic year, with 10 students purposively selected from each grade. Data were collected through semi-structured interviews comprising 12 questions and analyzed using open, axial, and selective coding, followed by thematic analysis. Findings showed that students’ perceptions of the ideal school were multidimensional and interconnected. Students described the ideal school not only as a place for academic learning but also as an environment characterized by happiness, play, positive relationships, emotional support, participation, and a desirable physical setting. Play emerged as an integral part of school life, associated with enjoyment, social interaction, physical activity, freedom, learning, and growth. Students’ expectations encompassed educational, recreational, emotional, environmental, and developmental dimensions. Differences across grades indicated that first-grade students expressed more concrete and experience-based perceptions, second-grade students emphasized social and relational aspects, and third-grade students demonstrated a broader and more integrated understanding of school. Overall, the findings suggest that an ideal school, from children’s perspectives, is a child-centered environment in which learning is meaningfully connected with happiness, play, supportive relationships, participation, and belonging. The study highlights the importance of considering students’ voices and lived experiences in designing desirable school environments.