This study, conducted in 2025, aims to explore the lived experiences of primary school students regarding the socialization process and their awareness of the Charter of Children's Rights in primary schools of Yasuj. Employing a qualitative approach with interpretive phenomenology, the research utilizes the theoretical frameworks of Schutz's social phenomenology, Giddens' structuration theory, and Bronfenbrenner's ecological systems theory for data analysis. Participants included 24 students from fourth to sixth grades in public schools of Yasuj, selected through purposive sampling with maximum variation. Data were collected via semi-structured interviews, drawing, and storytelling, and analyzed using Colaizzi's seven-step method. Five main themes emerged "School as the First Formal Institution of Legal Socialization," "Superficial and Stereotypical Awareness of Children's Rights," "Contradiction between Discourse and Practice in the School Environment," "The Teacher's Role in Representing or Violating Children's Rights," and "Family as a Facilitator or Inhibitor of Legal Awareness." The core category was identified as "The Gap between Charter Awareness and the School Life world," reflecting the significant discrepancy between students' theoretical knowledge of children's rights and their practical experiences in the school environment. The findings indicate that the legal socialization process in Yasuj primary schools has led to the production of a generation that perceives their rights in a stereotypical, superficial manner lacking coherence with practical experience, rather than fostering "informed citizens." This underscores the necessity of fundamental revision in educational approaches, school structures, and coordination among socialization institutions(family, school, and society).