The persistent issue of female dropout from secondary schools in Bangladesh continues to hinder gender equality in education and overall societal development. This study investigates the perspectives of secondary school teachers to uncover the key factors contributing to this challenge. A qualitative analysis of semi-structured interviews reveals that socio-economic hardships, early marriage, safety concerns, inadequate school infrastructure, and deeply embedded cultural norms are among the primary reasons for female students leaving school. The COVID-19 pandemic further intensified the situation, exacerbating financial instability, increasing child marriages, and prolonging educational disengagement. Although government initiatives, such as stipends and free education, have made strides in addressing the problem, their effectiveness is limited by resource constraints, infrastructural deficiencies, and a lack of teacher readiness for digital learning. This study highlights the urgency of targeted policies that tackle both systemic and societal barriers to education. Future research could extend these findings by examining dropout trends in different regions, incorporating student and family perspectives, and evaluating the long-term impact of the pandemic. By offering a nuanced understanding of this issue, the study provides a foundation for shaping more effective educational policies and interventions.