This quasi-experimental study investigates the impact of Google Lens, an augmented reality tool, on vocabulary acquisition among rural primary school students in Malaysia. This research explores whether integrating Google Lens into English language lessons can improve students' vocabulary retention and engagement. The study involves two groups of Level 2 students from rural schools: an experimental group using Google Lens as a vocabulary learning aid, and a control group receiving traditional instruction without technological intervention. Over four weeks, both groups were assessed using pre- and post-tests designed to measure vocabulary knowledge. In addition to test scores, qualitative data were collected through classroom observations and student interviews to gauge attitudes, motivation, and the usability of the tool. The findings revealed that students in the experimental group showed a statistically significant improvement in vocabulary acquisition compared to the control group. Moreover, students expressed high levels of interest and motivation when using Google Lens, citing its interactive and visual nature as beneficial for understanding and remembering new words. This study underscores the effectiveness of integrating augmented reality tools like Google Lens in rural educational settings, offering practical implications for teachers aiming to enrich vocabulary instruction. The results suggest that accessible technologies can bridge digital learning gaps and support English language development in under-resourced schools.