This paper sought to establish the effects of selected cultural, financial, and school-based factors on the girl-child's access to educational and socioeconomic development in Kenya. It is arguably observed that various local and international conventions, treaties, commissions, and state actors have strived to promote the development of girl-child education. Specifically, Kenya's National Goals of Education arguably observed that education should foster social equality and responsibility irrespective of gender. The same has been articulated within the Dakar Framework for Education for All, the Millennium Development Goals, Kenya's Vision 2030, and in the Jubilee Manifesto (2013-2017). It is therefore crucial for any government to invest substantially in resources that enhance access to quality education for meaningful socioeconomic development of its citizens. Despite this surge forward, most developing countries, including Kenya, face serious challenges in equitably providing educational opportunities to their citizens. This often results in many conservative societies rationing the scarce educational opportunities to disproportionately favor the boy-child to the disadvantage of the girl-child. The study employed patriarchy and gender equality frameworks as theoretical conceptualization. A case study design was utilized in which a single unit was used to draw the subjects from whom the data was collected and analyzed. The sampling process involved a snowball strategy after the key respondents were purposively selected. The data collection was done using a structured questionnaire and an interview schedule. The data were analyzed using descriptive statistics and the interview data were qualitatively done. Contrary to the general belief that most girl-children drop out of school because of cultural, social, or economic reasons, the study established that most of these factors played peripheral roles in determining the level of schooling among girls and therefore suggested that when the selected factors are compared, the financial and school-based factors are more critical in determining a girl-child's access to education. The study therefore concludes that on the whole, the financial background of the girl-child with respect to family support and school-based factors have significant influence on their access to education. Any effort to promote girl-child development through education needs to focus on these factors.