Abstract Educational inequality in Maharashtra is deep-rooted and multifaceted, and it is a constraint on the availability of quality education and long-term human development. Despite being one of the largest and most economically advanced states in India, Maharashtra still experiences significant disparities in school infrastructure, learning outcomes, gender parity, and access to digital tools. These disparities are particularly evident between urban and rural areas, as well as among socio-economically disadvantaged groups such as low-income families, Scheduled Castes, Scheduled Tribes, and marginalized rural communities. These disparities are exacerbated by disparities in public spending, disparities in teacher recruitment, differences between private and government schools, and gaps in the availability of digital resources. This research paper attempts to study the structural causes of educational inequality in Maharashtra. For this, data on educational financing, institutional capacity, quality of infrastructure, availability of teachers, and availability of digital learning materials have been analysed. It also assesses the effectiveness of state and national policy initiatives, including the implementation of the Samagra Shiksha Abhiyan and the National Education Policy 2020, in reducing regional and social disparities. The study, using secondary data from government reports, national surveys and reference literature, reveals that persistent funding gaps, disparities in school quality, challenges of the digital divide and socio-economic barriers reinforce disparities. In line with the United Nations Sustainable Development Goal (SDG 4) and in keeping with the socio-economic context of Maharashtra, an equity-focused strategy is proposed to promote inclusive and equitable quality education. This includes targeted resource allocation, teacher reallocation policies, robust digital infrastructure, public participation and information-based regulation.