Abstract: This study examined the influence of girls’ education policy management on female students’ retention in Twelve Years Basic Education schools in Muhanga District, Rwanda. Specifically, it assessed the effects of policy development and planning, implementation practices and monitoring and evaluation on student retention. Guided by human capital theory, social learning theory, gender equity theory, the capability approach, and education production function models, the study employed a mixed-methods research design. A sample of 381 respondents was selected from a target population of 7,887, comprising 332 female students, 48 school staff members and 1 education leader at district level. Data were collected using questionnaires, interview guides, and five-year school retention records. Quantitative data were analyzed using SPSS version 26.0, while qualitative data were examined through thematic content analysis. The findings revealed that all three dimensions of girls’ education policy management positively influenced female students’ retention. Policy development and planning (B= 0.472, t= 4.0732, p < 0.001), implementation practices (B= 0.328, t = 4.556, p < 0.001), and monitoring and evaluation (B= 0.404, t = 6.098, p < 0.001) demonstrated positive associations with retention. Monitoring and evaluation emerged as a particularly important mechanism for tracking policy implementation, addressing absenteeism, and following up on school dropouts. The study recommends strengthening policy planning, stakeholder engagement, consistent implementation, and systematic monitoring to improve girls’ retention in basic education. These findings provide insights for police makers and education practioners seeking to promote gender equity and educational continuity in Rwanda.