This study aims to explore the lived experiences of ninth-grade female students in the culture and art course to gain a deeper understanding of the challenges and opportunities related to the theoretical and practical education of art students and their learning with a phenomenological approach. In terms of purpose, it is an applied research type, and in terms of method, it is a qualitative type, and information was collected from the lived experiences of students related to education and learning with a phenomenological approach. Data collection was carried out through semi-structured interviews and a researcher-made questionnaire with twenty-two students and the findings were analyzed based on Claise's seven-step strategy and led to the identification of six main themes, separated into two sections: opportunities and challenges, including: lesson analysis, comparative position with other lessons, the relationship of this lesson with talent and career, the position of this lesson from the perspective of families, implementation factors and the culture and art lesson, and students' interest in various artistic trends, and twenty-eight sub-themes. The results of this study can be used as a benchmark for creating a positive change in administrators' view of this subject, allowing students without interest or talent to attend educational classes, using teachers with multiple specializations for sustainable learning, and dedicating more hours of the week to the orientation that students show more interest in learning