The primary school period is the most fundamental stage in the formation of human capital, basic skills, and social identity of students. This research paper aims to investigate the educational status of primary school girls in Ilam Province. In this study, using a descriptive-analytical approach and based on the study of educational evidence and ecological components, various dimensions of educational coverage, educational performance, educational justice, and hidden and obvious obstacles to girls' progress in urban, rural, and nomadic areas of the province are examined. The findings show that although the quantitative access index and initial enrollment in the first grade of primary school are at a desirable level, factors such as geographical dispersion, lack of standard spaces in border areas, limited female specialist teachers in deprived areas, and socio-economic consequences in higher grades of primary school affect the quality of learning and academic retention. Finally, a package of implementation solutions based on the regional ecosystem for educational policy-making is presented.