The educational framework of Cameroon is shaped by a confluence of socio-cultural norms, historical legacies, and the interplay of power dynamics at various administrative levels. Despite a significant youth demography and a robust policy framework, adolescent girls face considerable barriers to accessing and completing quality education. This report uses a Political Economy Analysis (PEA) paradigm to clarify how stakeholder influence, institutional motives, and broader structural factors either constrain or enable educational opportunities for adolescent girls.