Access to education, addressed in SDG 4, currently remains inequitable and ineffective in reaching educational standards, notably in developing countries. Nepal faces this problem, given a majority rural population with a culture rooted in caste-based hierarchies and patriarchy. The education system lacks proper understanding of the root causes that contribute to the issues of poor educational quality and remote regions remain understudied. This research focused on identifying structural, socio-cultural, and psychosocial barriers that constrain quality education in Kalikot, Nepal– one of the most rural areas of the country. 30 interviews were conducted with students, parents, and teachers, to gather their perspectives on the region’s education and understand their personal challenges. This was carried out within the context of The Oda Foundation, also addressing how NGOs can foster development of the education level and, in turn, community livelihood. The research found various results, such as conflicting views on current levels of parental engagement, student attendance rates, and transitions between grades. Interviewees however majoritarily agreed on aspects such as teachers motivating students well, no discrimination occurring at schools, and the need for changes to the school infrastructure and teaching methods. Several pedagogical theories are recommended to improve teaching practices, including play-based learning and community-embedded education. Governmental policy recommendations are also provided, such as increasing public expenditure on education. A successful educational model that can be developed and hosted by NGOs is also presented through Oda’s Alternative Education approach, which aims to supplement traditional education. Ultimately, the quality of education needs to collaboratively be addressed by educational stakeholders, governments, and NGOs.