<p>Undocumented Afghan immigrants face a significant educational challenge that hinders their integration, development, and overall well-being. This study seeks to explore these challenges and identify possible perceived opportunities for enhancing educational access to this marginalized group. This study employs a mixed-methods approach, integrating both quantitative and qualitative data. The study's findings revealed that more than 70% of Afghan children cannot be enrolled in formal schools due to a lack of legal documents. Additionally, 68% of families did not enroll their children in school education because of financial problems, a significant factor that pushes children to work to support their families. Additionally, 75% of respondents are dissatisfied with the quality of education available to them due to overcrowded classrooms and underqualified teachers. Consequently, qualitative evidence further underscores the intensified challenges faced by them, especially girls, such as socio-cultural norms and safety, high school fees, poor infrastructure, a lack of a foreign certificate recognition system, and language proficiency. despite these challenges, the study identifies some potential perceived opportunities for enhancing educational access and quality, including: community support network, different NGOs' support in technical and general education, and government policies and initiatives. In conclusion, the study emphasized the necessity for implementing inclusive policies and programs that fill the gaps in the existing system. By leveraging a network of community and NGOs partnerships, and applying culturally scalable and sensitive models, the study contributes to the broader discourse on immigrants’ education. It highlights the potential for the promotion of inclusion and equity of Afghan immigrants in the host society.</p>