The purpose of this study is to examine an elementary school teacher’s educational experience of running a small-scale village curriculum in rural and fishing villages using the autoethnography method. in the search for meaning and value. The research results are briefly presented as follows. First, is there really learning in a classroom without questions? The contemplation of “Future” led to the conclusion that the true meaning of learning should begin with helping and caring for the existence and life of children. Second, the answer to their concerns was transferred to a small school in a farming and fishing village, where they got out of textbooks and experienced classroom lessons that they had long dreamed of through classes with children’s curiosity. Third, it was found that Saetbyeol, who started making eye contact with friends through village outings, expanded her interests to the surroundings and learned not only empathy but also how to build relationships. The researcher, who was convinced of the educational experience through the village outing, ran a village curriculum with children who had the power to learn from early March, and the educational experience conducted as a class with the teaching staff, parents, and village elders on the theme of Chuseok was a solidarity with the village community. It was an important practice to create a cultural foundation through. Fourth, the researcher who visited the village he lived in as a child saw who he was through the place and experienced recovery through the process of comforting himself while facing his painful past.