The paper explored the community involvement in education provision for indigenous pastoral community girls in Tanzania. It answered the questions on the way pastoral community is involved in education provision, the roles community leaders play in educating girls, and the challenges the community encounter in their involvement. Postcolonial theory guides the theoretical understanding of the study. The study adopted a qualitative approach, using a case study design. Data was collected using interviews, focus group discussions and observations, and analysed thematically. Findings reveal that the pastoral community is involved in education provision in various ways including attending to various meetings and through labour and financial contributions. Their involvement however is limited. Findings further reveal that although community leaders have vital role in educating girls, their involvement is limited. The study concludes that community involvement is still an important strategy for educating girls. Thus, sensitisation is required among members to enable them participate in effective provision of education for girls.