Equal access to education for all children is a basic human right. Educating girls is particularly an effective way of eradicating poverty and the positive effects of education for girls on the health and welfare of families as well as on economic opportunities and social transformation on a larger scale are well documented. Despite this, however, several barriers still hinder girls’ educational participation, particularly in Uganda. This study analyzes how the intersection of poverty, geographical location and socio-cultural factors with gender shape the experiences of girls who have enrolled in primary school in Arua district under the UPE program. It further explores how the government, schools and communities are responding to the multiple and intersectional experiences of girls and this is accomplished through the application of the concept of intersectionality both as a theoretical and analytical tool. Through a critical analysis the study establishes how the misrecognition of multiple and intersectional experiences produce chains of discriminations for girls who are at the junction of the intersections. The study concludes that although girls are more disadvantaged than boys in as far as gender equity in education is concerned the best way to address this is not to halt the one who has an edge but rather to remove everything that serves as an impediment to freedom and equal opportunities