Purpose: This study explores village education activists’ experiences with school-community linked education. Method: Focus group interviews (FGI) were conducted with six activists in P regions, and qualitative content analysis (QCA) was used. Results: Four key findings emerged: (1) Persistent efforts and strategic planning establish connections, (2) Direct experience fosters understanding, but broad change remains challenging, (3) Integration with formal curricula enhances sustainability, and (4) External support has both benefits and risks. The study highlights the complexities of school-community collaboration. Conclusion: Based on these findings, this study proposes educational implications for ensuring the sustainability of school-community linked education.