This study explores the thematic concerns of Nigerian female writers on girls’ education with a focus on tertiary institutions, using a case study of Osun State College of Education Ilesa. A field research approach was adapted to examine real – world experiences that validate, mirror, or challenge the themes represented in selected literary texts. The methodology adapted an explanatory sequential mixed method design structured in two phases: a quantitative stage that identifies broad trends and a qualitative stage that explains and deepens the interpretation of those results, (Creswell & Plano Clerk, 2018). The literary analysis centred on Buchi Emecheta’s Second Class Citizen, Stella Dia Oyedepo’s Brain Has No Gender, and Maryam Bukar Hassan’s “Peace Begins with Me” to identify recurring issues limiting girls’ education in tertiary institutions. Guided by the cultural studies framework, the research uncovered how cultural norms and proverbial sayings embed oppressive structures that constrain female empowerment and access to education. The findings revealed financial constraints and sexual harassment as the major challenges limiting girls’ education in tertiary institution in Osun State. The study recommends policy reforms, stronger institutional support, effective punitive measures against offenders, and financial interventions from   government and humanitarian organizations to foster gender equity in education.