This study focuses on the implementation of programs by the Local Government of Paniqui aimed at improving access to education among marginalized sectors, with an emphasis on local implementation and administrative practices. Using qualitative data gathered from both program implementers and beneficiaries, the research highlights how educational assistance has contributed to increased school participation and helped break the cycle of poverty. The findings show that while these programs have successfully supported many students in completing their education and improving their quality of life, gaps remain in implementation, specifically in the areas of funding, assessments, and communication. Respondents identified the absence of a structured evaluation mechanism and the risks of favoritism, which undermine the credibility and effectiveness of the initiatives. Additionally, the study emphasizes the importance of inter-agency collaboration, adequate funding, and strong communication strategies in delivering equitable and efficient support. The implications for public administration are significant, calling for more inclusive, transparent, and evidence-based approaches in designing and managing educational programs. Ultimately, the study underscores that educational assistance is not merely a form of aid, but a strategic investment in human capital, community development, and nation-building.