Education plays a crucial role in promoting socio-economic development and improving the quality of life among marginalized communities. The present study examines the educational conditions, barriers, perceptions, and aspirations of the Munda tribal community in Basanti Block of South 24 Parganas district, West Bengal, India. The study is based on a survey of 40 households covering a total population of 127 individuals across four villages. Primary data were collected through a self-structured household interview schedule during January–February 2026 and analyzed qualitatively. The findings reveal that although awareness regarding the importance of education is high and a majority of households support schooling, significant challenges persist in ensuring regular attendance and continuity. Financial constraints and child labour emerge as the most critical barriers, while school distance is found to be a relatively less significant issue. Government educational support schemes reach a considerable proportion of households; however, exclusion due to dropout and irregular attendance remains a concern. The study also highlights moderate educational aspirations, largely oriented toward employment and income generation, along with increasing support for girls’ education. Overall, the study underscores a gap between educational awareness and actual attainment, emphasizing the need for integrated policy interventions to address underlying socio-economic constraints and ensure inclusive educational development among tribal communities.