This study aims to explore the unique obstacles encountered by female engineering students from developing countries who are either currently pursuing or have completed their higher education in a developed country like Germany. It examines distinct factors such as access to education, cultural biases, and available support systems. Furthermore, the study highlights the impact of societal norms and institutional barriers on the academic and professional journey of female engineering students from developing countries. An analysis is conducted, both within educational settings and workplaces, to distinguish the challenges faced by students from diverse socio-economic backgrounds. This investigation explains the intersections of gender, nationality, and academic support within STEM (Science, Technology, Engineering and Mathematics) fields for women. The expected findings aim to inform potential initiatives accelerated towards enhancing gender equality and inclusivity in STEM education within developing countries.