There are considerable challenges experienced by female South Sudanese refugees to access post-secondary education in the United States. Although these challenges are many, but little was known about their experiences to access and enroll into US post-secondary education. There has been a significant lack of research on how South Sudanese female refugees overcome these challenges to access and enroll in US secondary education. The purpose of this phenomenological qualitative study was to gain a deeper understanding of the challenges experienced by South Sudanese female refugees to access and enroll into US secondary education. Human capital theory was the theoretical framework used in this study. In-depth interviews were conducted with six South Sudanese female refugees to provide information about their socio-economic and cultural experiences in the host community. Findings revealed that education empowers them for self-reliance and gender equality, additionally, it empower them to challenge cultural misconception about the female roles within South Sudanese society in the US for social change. They see themselves as role models to help others in the community and serve as ambassadors of peace in their families and their sub-culture. These findings should draw attention of humanitarian agencies, education policy makers to assist this vulnerable group in improving their enrolment in public schools. The implication for positive social change includes changing the community through education and better policies to address their unique situation. This will provide hope to South Sudanese female refugees and their families for a better life in the United States. [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.]