The Right to Education Act (RTE) 2009, enacted to ensure free and compulsory education for children aged 6–14 years, represents a landmark legislative effort in India’s educational reform. Despite its progressive intentions, the implementation of the Act in Haryana has encountered significant challenges that hinder its effectiveness. Key issues include persistent infrastructure gaps such as inadequate classrooms, drinking water, sanitation facilities, libraries, and playgrounds, which are essential for creating a childfriendly learning environment. Teacher shortages and deployment irregularities have resultedin many primary and upper-primary schools functioning with fewer teachers than mandated, undermining student-teacher interactions and learning outcomes. Moreover, administrative deficiencies such as failure to conduct systematic household surveys to identify out-of-school children have limited accurate planning and enrolment processes. Delays in the distribution oftextbooks, uniforms, and learning materials further exacerbate educational inequities. The prevalence of unrecognized schools operating without proper certification contravenes RTE norms and reflects gaps in regulatory oversight. In addition, the enforcement of the 25 % reservation for Economically Weaker Section (EWS) students in private schools has faced compliance and data-reporting issues, highlighting reluctance and procedural barriers in private sector participation. Financial constraints, delayed release of funds, and weak monitoring mechanisms have collectively delayed full realization of the Act’s provisions in the state. Addressing these systemic challenges requires sustained political commitment, enhanced resource allocation, community engagement, and robust accountability frameworks to transform policy aspirations into tangible educational equity in Haryana.