In "The Female Frontier" (1988), Glenda Riley notes that the typical historical account of life on the frontier puts men at the center of the experience. In contrast to a male frontier thesis, Riley posits that women played highly significant, though largely domestic, roles in the settling and development of the frontier, and that "their lives as settlers displayed fairly consistent patterns which transcended geographic sections of the frontier." Riley contends that the multifaceted roles learned by women of the frontier were related to hearth and home, employment and income production, and community, and that women on the frontier invariably learned these patterns regardless of whether they homesteaded in the prairie states of Indiana, Illinois, Iowa, Minnesota and Missouri or the plains states of Kansas, Montana, Nebraska, North Dakota, South Dakota, Oklahoma and Wyoming. Her work is divided into their experiences on the prairie and Great Plains, but the depictions of women as homesteaders and frontier survivors in Oklahoma are scant and somewhat contradictory. Using Riley's thesis as a framework, this paper examines the informal educational experiences of women as homesteaders in Oklahoma prior to statehood--1890-1907--to determine if the same patterns emerged. More specifically, the study seeks to discover: (1) whether or not the circumstances in Oklahoma depicted a different homesteading profile for women, many of whom made the land runs as single, not married women; and (2) if the educational experiences of women settling in Oklahoma were sufficient enough for them to be successful homesteaders, singly or as married partners on the Oklahoma frontier.