Abstract: This study explores the socio-economic factors influencing education in Kasozi village, Kagadi District, Uganda, and identifies community-based strategies for improving literacy and educational outcomes. Using a qualitative research design, the study employed semi-structured interviews, focus group discussions (FGDs), and observational visits to collect data from key stakeholders, including community members, local leaders, teachers, parents, health professionals, and NGO representatives. A purposive sampling technique was used to select 40 participants, ensuring diverse representation across gender, age, occupation, and community roles. The participants included 10 community members, 5 local leaders, 6 teachers, 6 parents, 4 health professionals, and 3 NGO representatives.