Abstract: There are abundant benefits of providing educational support to all in contrast to a scenario where a restricted segment of human population in a society are favoured with education. To educate simply means providing individuals with preparation for good character and the potential capabilities to sustain development. From modern perspectives, education is a fundamental human right of every citizen regardless of ethnic nationality, gender, age, skin colour or geographical constituency. Presently, there are multifaceted instruments for making education a fundamental right for all. Supporting a selection of children, even when it is strictly accomplished on academic yardsticks, betrays the principle of education for all. It is a no doubt fact that an academic performance gauge is to some degree an impressive mechanism but the approach would cast-off millions of children their right to education and more assertively would proliferate the disproportion in the educational system of many developing countries which has been very obvious for very many years ago. Education is the greatest investment in a society, especially, girl’s child education which is one of the core internationally recognized developmental priority. In sub-Saharan Africa region, especially in Nigeria, girl’s child education is embedded in a serious threat of poor enrollment into schools and colleges due to varieties of factors. In Nigeria, women are often deprived of the fundamental human right to education due to some religious, cultural, social or economic reasons. Thus, this study quantitatively examines some multifaceted factors affecting girl’s child education in Nigeria. The study chooses respondents from schools located in different geopolitical zones in the country. Field surveys were conducted to support the analysis herein the framework. Some pockets of factors affecting girl child education were observed in the geopolitical zones. The results indicate that all the factors investigated in the study have significant effects on the selected female student respondents but the schools in the Southern geopolitical zones largely exhibited negative responses to some of the factors considered. Conclusively, the study also makes some recommendations on decision-making with respect to enrolment strategies.