Pakistan is a country with insufficient educational resources. The formal educational system is unable to cater to the educational needs of the growing population. A great number of school-going children were out-of-school or dropped out and the majority was those who could not attend formal schooling due to some issues. Non-Formal Education (NFE) is an alternative approach to cater to the needs of education. But only enrolling out-of-school children in schools is not enough for them. They also need to be equipped with the skills necessary to survive in the modern world. Pehli Kiran Schools initiative claims to engage street connected children in learning 21st-century skills. The study aimed to explore the relevance of curriculum, provision of quality education, and the role of administration and teachers in keeping street-connected children motivated in the classrooms. It was qualitative research followed by a case study design. The research includes eight schools (all) involving their principals as a participant and their curriculum document employed at Pehli Kiran Schools. Framework for content analysis and semi-structured interviews were used for data collection. Thematic analysis and content analysis of different components of the curriculum of class five helped to draw conclusion. It was found these NFE schools had fewer physical and human resources. It was very difficult to create a conducive environment for learning in harsh weather conditions. But despite a lot of challenges, they were trying their level best to deliver a high-quality education within a limited budget and resources. For the development of 21st-century skills, the curriculum was found relevant. It was recommended that furniture should be available for students. Math clubs, spelling bees, and inter-school competitions should be introduced to develop teamwork, collaboration, and critical thinking among street-connected children.