This was a quantitative study to explore access and equity issues of Christian students in primary school in Punjab. The purpose of the study was to explore inequities in access to education, to investigate experience of inclusion and exclusion, and to consider how school policies, programs, and practices either exacerbate or mitigate the marginalization. A survey research design was used and data was gathered from 385 participants (teachers and school administrators) using multistage proportionate random sampling. The results indicated that Christian students are still facing difficulties in education in terms of unequal learning opportunities, discrimination, the lack of participation and inadequate institutional support in schools. The study also found that inequities were larger in rural and public schools than in urban and private schools. In addition, classroom practices and school policies were deemed to be important factors affecting students' learning experiences. The study recommends that effective policies for inclusive education, teacher training, curriculum changes and awareness programs are needed to ensure equitable and inclusive education for minority learners in the context of Punjab.

The Keywords: Access and Equity, Inclusive Education, Educational Disparities, Christian Students, Minority Education, Discrimination, Primary Schools.