Girls’ education is recognised as an essential component of skilled human resource development and for enhancing their socio-economic status in all societies worldwide. It has been recognised as a panacea for sustainable social development. Using a qualitative research methodology, this study aimed to explore the socio-cultural barriers to girls’ education in northern rural Bangladesh. Using a qualitative research guideline, a total forty five participants, including five key informants, were interviewed singly. Findings revealed that traditional gendered norms hinder girls’ educational attainment. Specifically, it was found that girls were less emphasised in their families when it comes to educational attainment because of patriarchal norms. It was also found that economic insolvency, religious misinterpretation, child marriage and gender gender-insensitive education system limit girls’ education in rural Bangladesh. A program addressing men's attitudes toward women needs to be launched. For ensuring girls' education in marginal households, an effective awareness program is also suggested.