This qualitative study aimed at exploring the ‘Girls Stipend Programme’ with a focus on the views of stipend recipients and their parents in a government school in Hyderabad, Sindh. In particular, the study has been intended to understand how these girls and their parents viewed ‘stipend’ as a support system for education. The participants included stipend recipients who were enrolled in secondary classes as well as recipients who had dropped out from secondary school prior to data collection. The parents of these girl recipients and their teachers also participated in the study. The findings of this study reveal that although the stipend amount is not much however, it has had a significant impact on improving the enrolment of girls in school. At the same time, for a few families this stipend does not contain the same value due to their better financial standing. The study revealed that irregular distribution of the allocated amount has resulted in problems. It was also found that a lack of financial resources could be one of the reasons for limiting female education; there might be many other contextual issues, which result in a lack of educational attainment. The most prominent of issues are restricted mobility of females, uneven family norms, lack of motivation towards female education, hostile social environment and patriarchal systems, which associate family honour with the conduct of its women. The study indicates a partial success of stipend programmes as a subsidy and motivational factor to improve female education thereby reducing gender inequalities at secondary education level. Further research is recommended to examine a host of other challenges and constraints, which complicate girls’ access to education and retention in schools.