<p>Augmented reality offers real-time visualizations of virtual objects within the real world, simulating genuine interactions for users. When integrated into learning environments, this technology can enhance comprehension of complex concepts and spatial relationships between two-dimensional and three-dimensional objects, especially in mathematics education. This study investigates 6th grade students' experiences with augmented reality-supported learning, focusing on the volume concept and the dynamics of a mathematics classroom enriched by augmented reality technology. Sixty-one students from Muğla, Türkiye, participated in the research. These students engaged in augmented reality activities focused on the volumes of some geometric shapes in their mathematics curriculum. Data sources of this study encompassed students' activity sheets, evaluation forms, transcripts from semi-structured interviews, and classroom observations. The results highlighted two primary perspectives on students' experiences with augmented reality-supported activities: the benefits of augmented reality-supported mathematics tasks for the learning process and the overall learning environment.</p>