The study examines Bangladesh’s record in implementing the right to education in terms of three dimensions of policy-making, e.g. the process of formulation, the contents, and monitoring of implementation. In the context of the human rights approach to education, the study reviews the overall record of progress in the education sector with emphasis on primary education and literacy. The analysis highlights the possible directions that the State of Bangladesh can pursue for enhanced implementation of the right to education in the country. Analysing the follow-up action plan of the Dakar Conference 2000, the study suggests what more needs to be done in order to streamline the country’s education process in accordance with human rights principles. The study concludes that the rights-based approach having well-defined principles of participation, accountability, transparency, equality, non-discrimination, universality, and indivisibility can have significant value addition in the education sector in Bangladesh.