The educational backwardness of the dalit communities is generally attributed to poverty and illiterate home environments prevailing among them. This article draws attention to the effect the learning environment within the formal educational system has been having on the dalit pupils. It argues that besides poor infrastructural facilities, lack of effective pedagogic supports to acquire linguistic, numerical and cognitive competencies adversely affect the schooling of dalit children. More importantly, despite active encouragement from impoverished family members, the apathetic treatment by teachers and school administrators largely shape the learning experiences of these socially disadvantaged groups. By creating a separate sphere of non-formal education for such groups, the government of late has abdicated its responsibility to generate equity within the formal school system.