This retrospective study, centered on Buikwe District, Uganda, explores historical impediments to the completion rates of girl children in Universal Secondary Education (USE) schools. Within the broader global context that recognizes education's pivotal role in societal growth, the research delves into persistent challenges stemming from social-cultural norms, notably conflicts with teachers and sexual harassment, hindering the successful educational trajectory of girls in Buikwe District. Despite concerted global efforts to bridge gender disparities, intricate interactions between these factors persist, contributing to consistently high dropout rates among female students and impeding the strides towards gender parity and empowerment. Employing a descriptive survey research design with qualitative methods, the study reveals disparities in perceptions between teachers and female dropouts regarding the impact of conflicts with teachers on completion rates. It also emphasizes a consensus on the lack of influence of the proportion of girl dropouts to the number of female teachers on completion rates, while underscoring the concerning influence of sexual harassment. In conclusion, the findings highlight the imperative for targeted interventions, including comprehensive teacher training programs and the strict implementation of anti-sexual harassment policies within schools, to create a safer and more supportive learning environment, ultimately fostering improved completion rates for the girl child in Buikwe District.