The aim of this study was to explore how level of poverty and parent literacy affects children’s access to education in brick kiln communities. The objective of the research was to examine the impact of poverty and working conditions on pupils' decisions to attend school and their attendance and to investigate the role of parental literacy in facilitating pupils' education. A qualitative research design was utilized and data gathered was obtained from interviews with parents, teachers and community members. The results included that poor families faced significant constraints on school access, due to their inability to pay for school-related costs and the pressure on child labour. Parental literacy was discovered to have a essential role in influencing children's involvement in the education system, their support of academic learning, and their educational goals. Structural barriers such as long distance to school, poor transportation, poor infrastructure, discrimination and gender related barriers were also identified in the study. The results indicate that poverty and education access is closely linked to parental literacy. The study suggests financial assistance, adult literacy programmes, better educational facilities and inclusive policy to improve educational opportunities for the children of brick kiln communities.