The objective of my research was to uncover the challenges and barriers encountered by women when re-entering education after interruptions. The aim of the study was to gain a deeper understanding of women's lives and the factors that often contribute to their unequal access to educational opportunities compared to men. Qualitative data was collected through nine interviews with women who returned to tertiary education at a non-traditional age, and these accounts were analysed through a feminist perspective. The intention was to elucidate how various forms of oppression and disadvantage intersected to create a non-linear educational trajectory for women. By adopting a feminist standpoint, the study recognised the participants' unique positioning as returning learners and highlighted the valuable insights their perspectives, opinions, and experiences provided regarding the gendered power dynamics that influence women's educational outcomes. The research findings revealed that patriarchal gender norms, class-based stratification systems, and insufficient support to address disadvantage converge to impose limitations on women, often resulting in interrupted educational journeys. The results shed light on how women's private and societal status influences their access to and involvement in education. Women’s education continues to face challenges and barriers caused by a classist, patriarchal society. This suggests the presence of a power dynamic within the social and structural framework that adversely affects women. While policy changes have acknowledged the necessity of establishing a more equitable educational path for marginalised groups, deeply ingrained patriarchal attitudes and inequitable class practices hinder their complete realisation in the educational sphere. The study emphasised the importance of recognising and acknowledging the burdens placed on women, the resultant challenges to achieving educational equality at both personal and institutional levels, and the need for governmental involvement. This thesis contends that despite the existence of policies and procedures aimed at mitigating educational disadvantages in marginalised groups; for women class, and gender-based disparities persist.