The idea of naturalistic education occupies a significant place in the educational philosophy of Rabindranath Tagore, who viewed education as a living and holistic process rooted in nature, freedom, and human development. This paper explores the origin and philosophical foundations of Tagore’s naturalistic thought, particularly in relation to his childhood experiences and his response to the limitations of conventional education (Tagore, 1917). It further examines the major components of his educational framework, including the aims of education, curriculum, teaching methods, the role of the teacher, and the concept of discipline, all of which reflect his emphasis on the all-round development of the learner. The study also highlights the practical realization of these ideas in his educational experiment at Santiniketan and their continued relevance in contemporary educational practices (O’Connell, 2003). In addition, the paper analyses how elements of Tagore’s philosophy are reflected in present-day educational reforms, particularly in the context of learner-cantered and experiential approaches, as emphasized in the National Education Policy 2020 (Government of India, 2020). At the same time, it offers a critical perspective on the challenges involved in fully implementing these ideas within the constraints of the modern educational system. The paper adopts a qualitative and interpretative approach based on the analysis of primary and secondary sources. It concludes that Tagore’s concept of naturalistic education continues to provide a valuable and relevant framework for developing a more humane, creative, and life-oriented system of education.