In this qualitative study, I investigated the ways in which refugee youth in Kakuma Refugee Camp in northwestern Kenya perceive the extent to which the camp schools have provided them with educational capabilities that can enable them to reach their aspirations and goals, within the difficult conditions under which they live and learn about the world around them. In this study, I present the capability approach as a useful theoretical framework to explore young adult refugees' (n = 12) aspirations for the future, their educational capabilities in the camps, and their perspectives on the capabilities to achieve their future aspirations. In this context, educational capabilities refer to the ways that schools can provide students with knowledge, practices, beliefs and understandings of the world they live in and form their aspirations. Accordingly, this study is informed by what I call educational capabilities. "Educational capabilities" refers to knowledge, practices, and understandings of literacy, mathematics, science, play, managing friendships and family, aspiring to reach one's goals, and making one's voice heard. I am primarily concerned with the degree in which educational capabilities are cultivated in Kakuma Refugee Camp schools from the perspectives of refugee youth attending those schools. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]