Education for refugees, particularly in camp settings, is widely recognized as a human right, even amid trauma, conflict, and displacement. However, for young Rohingya women, access to educational opportunities remains more restricted compared to their male counterparts due to conservative gender norms and religious practices. These sociocultural settings confine women to the domestic (private) sphere, limiting their access to the public sphere and deeming education as a means of participation in the public unnecessary for them. Despite these limitations, many young Rohingya women pursue the limited educational opportunities in the camps to support their families and navigate their lives within the refugee camps in Bangladesh. Our study addresses a critical gap in understanding refugee women's perceptions of education and its impact on their daily lives by examining the narratives of young Rohingya women in Bangladesh. Using a critical spatial lens, we investigate how education influences their experiences within the socio-spatial complexities of camp settings. Despite its limited scope, we argue that education is paving the way toward redefining gender norms, providing a transformative space for these women to cultivate agency and resilience in the face of the harsh realities of refugee camps.