In the context of county urbanization, research on the modes and mechanisms of rural families' education in county cities is of great significance for overall urban and rural development and optimization of county governance systems. Combining the two theoretical lines of production and consumption in the study of gentrification of education, this paper puts forward a research framework for the analysis of the phenomenon of rural families' education in county cities at the county level. This study adopts the method of semi-structured interviews and participatory observation, and analyzes the different modes and deep mechanisms of rural families education in the county city from the perspectives of different participants, such as the government, markets, schools, and families. The research reveals the following: 1) Owing to the differences in family capital accumulation and family development strategies, rural families have varied modes of education in the city, which can be divided into mobile, settlement, and isolation education in the county city. 2) Several considerations for future development contribute to the differentiated choice between housing and renting among urban residents. Concurrently, with the end of their children's education, the county seat, at the forefront of urbanization, lacks the core power to retain people, thus prompting a certain degree of population return and outflow. 3) Urban education is jointly promoted by the government, capital, schools, individuals, and other parties, among which the local government, as the authority subject, is the core promoter of urban education. Real estates, intermediary companies, and private schools have participated in and promoted the flow of educational capital. The basic logic behind promoting urban education is the reproduction of family-oriented education. 4) Paying attention to the development demands of urban groups is the basic essence of returning to human-centered new urbanization and the essential requirement to alleviate the negative effects of education in county cities. Returning to the original definition and characteristics of educational gentrification, this study discusses the phenomenon of education entering a county city at the county level. First, it is difficult to reach a consensus on the definition of middle class. Second, by thinking about the phenomenon of education in the county city, we can see that rural family education in the county city is different from the educational gentrification discussed in the past, which is a discussion and extension of the existing concept of educational gentrification. Moreover, social characteristics such as mobility, rent-to-buy differentiation, and identity differences have obvious impacts on the process of urbanization in Taihe County. However, there has been insufficient discussion on the specific process of the spatial displacement of county families into urban families, high-income families into low-income families, and local residents into migrant residents. In the future, this phenomenon can be further explored based on multiple types of data, such as real estate agent, community household status, and interview text. This research focuses on county towns, from the theoretical perspective of educational gentry into the city, to explore the mode and effect mechanism of rural family education into the county city, as well as the differences between the traditional concept of educational gentry and the phenomenon of education into the county city in the context of county towns, further promoting the high-quality development of urbanization at the present stage as well as promoting social equity and justice to provide reference.