This mixed methods study used self-administered questionnaires ( N=132) and in-depth interviews (n=10) with Pakistani women ages (18-25 years) in Punjab, Pakistan, to determine how the role of schools of thought, reform of educational opportunities, and higher education in particularly affected women's empowerment. Community collaboration and networking allowed access to five madrasas where participants attended school. The findings indicated variations among the schools of thought (e.g., size of a madrasa, number of students, and availability of resources) which may influence women's education and outlook. Second, it was found that teacher training programs are an important component of reformed madrasas. Third, this study found that that higher education was not the only factor in women's empowerment. Additional data demonstrated that participants did not tolerate violence against women (92.5%), were politically active (72.7%), delayed marriage (65.3%), gained freedom to travel (93.52%), performed work for some type of payment (64.7%), and felt a sense of increased respectability (90%). Further, the data revealed that madrasas supported students with increased knowledge of women's rights, upward mobility, career pathways, and social supports, which are all factors in women's empowerment. Finally, this study suggests that madrasas and Imams can provide culturally appropriate educational opportunities for Muslim women in Pakistan. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]