This study explores the transformation of education in Western Europe from late antiquity to the rise of the university model. Following the collapse of Roman authority, Christian monasticism became the dominant educational framework, with monasteries and episcopal schools serving as key institutions. Rooted in a theological vision, this system prioritized moral discipline over intellectual or practical training. Despite its longevity, this model gradually evolved under the pressure of cultural contact and shifting social needs, though the Church maintained control by containing change within its doctrinal boundaries. Educational forms diversified along class, gender, and regional lines: monastic learning remained closed, while noble courts and artisan households offered limited alternatives; girls’ education was largely functional and patriarchally defined. The research investigates the institutional foundations and social dynamics of pre-university education, analyzing the roles of monasteries, bishoprics, feudal courts, and local councils. Through a critical historical methodology and a range of European and Arabic sources, the study traces how these structures shaped access to knowledge and contributed to one of the pivotal intellectual transitions that laid the groundwork for modern European society.