In Malawi’’s central region, specifically Kasungu and Ntchisi, only about 17.1% of children reach grade 8, illustrating the systemic barriers to education access and completion. This research explores the question of how adult literacy programs influence children’s school enrollment and progression in comparison to communities without such programs. Data was collected through various interviews, such as individual and groups and semi structured, stemming from 40 schools, 1944 accelerated students, and 25 interviews with adults and children from both program participants and non-participants. In my findings it was clear that while adult literacy programs positively impact children’s school enrollment, structural barriers such as uniform costs and requirements, and lack of resources trump the benefits of these programs. These results were illustrated through the 0.76% of primary school students that reach grade 8 examinations, as well as the 25% attendance rate in accelerated school programs. As a result, it is clear that in order to see positive changes, systemic barriers must be addressed in a sustainable manner in order to ensure future progress.