It is widely recognised that education plays a critical role in achieving gender equality, yet refugee girls face significant challenges in accessing education globally. This study, grounded on feminist theory, explores girls' gendered barriers to education in Zimbabwe's Tongogara Refugee Camp. Through focus group discussions and face-to-face interviews with 124 girls and boys, 45 parents/ guardians, and 30 key informants (Ministry officials, teachers, camp officials, and NGO workers), the study examines how gender intersects with the vulnerabilities of displacement to create a complex web of challenges. These include the prioritisation of boys' education, increased domestic burdens on girls, limited access to menstrual hygiene products, and heightened protection risks. The study underscores the remarkable resilience of refugee girls to persevere in their education despite facing significant challenges. The findings emphasise the need for gender-transformative interventions that address the root causes of educational inequality and empower refugee girls to access quality education. The study proposes a model of gendered barriers to education. It recommends that policymakers, practitioners, and humanitarian actors promote educational equity and empowerment for refugee girls in Zimbabwe and beyond. This research contributes to a nuanced understanding of the intersection of gender, displacement, and education, with implications for humanitarian interventions and educational policy in refugee settings.