Adolescent girls in rural Assam continue to face multiple overlapping challenges that restrict their access to and participation in formal schooling. This study critically examines the multi-dimensional socio-cultural, economic, and infrastructural barriers influencing school engagement among girls in flood-affected rural regions, with specific reference to Sonitpur district. Primary data collected from 120 respondents reveal that socio-cultural norms remain a dominant constraint. A significant majority of girls are expected to undertake domestic responsibilities, which limits their study time and reduces their academic focus. Early marriage pressures also emerged as a substantial factor, with over two-thirds of respondents agreeing that marriage expectations disrupt educational continuity. Safety concerns and long distances to school further contribute to irregular attendance, particularly in geographically vulnerable and flood-prone areas, where travel becomes risky, and families are reluctant to allow girls to commute independently. Family restrictions on mobility intensify after puberty, reflecting entrenched gender norms linked to social respectability and protection. Lack of decision-making autonomy among girls underscores their limited control over educational decisions, further reinforcing gendered disadvantages. While a minority of respondents reported supportive family environments, the overall findings indicate persistent structural and cultural barriers that hinder educational advancement. The study highlights the need for integrated policy interventions focusing on improved infrastructure, community sensitization, parental awareness, enhanced safety measures, and empowerment programs for adolescent girls. Eliminating these barriers is essential to ensuring equitable access to education and achieving long-term gender empowerment in rural Assam.