This study examines the performance of female students in higher education institutions in Sierra Leone, with a focus on Njala University. Using a mixed methods research design, the study integrates quantitative surveys and qualitative interviews to obtain comprehensive data from female students across Njala University. A total of 700 of the 2029 female students were considered for this study. The research examines demographic characteristics, academic performance, barriers encountered, and the overall impact of educational experiences on these students. Key findings indicate significant improvements in women's participation and academic performance. However, significant challenges remain, including cultural resistance, inadequate resources and inadequate institutional support. The study highlights implications for policy, practice and theory, and highlights the urgent need for comprehensive gender-sensitive policies, improved mentoring programs and targeted financial support to female students. Recommendations for future research include examining the long-term educational and career trajectories of female graduates, assessing the effectiveness of current policies, and examining the societal factors that contribute to gender inequalities in higher education. This study enriches the existing body of knowledge on gender equality in higher education and provides actionable insights for stakeholders aiming to improve the academic success and empowerment of female students in Sierra Leone.