The study is grounded in an intersectional approach that examines the intersecting identities of gender, ethnicity, and class, producing triangular marginalization. To be more specific, it raises the following question: How do these overlapping layers of exclusion contribute to establishing the higher education and social assimilation of Indigenous women in urban Bangladesh? While migration can be a source of empowerment and a learning process in the case of Indigenous women of Bangladesh, it tends to cause institutional marginalization. This paper evaluates the situation of Indigenous women students who have moved to urban areas, such as Chittagong and Dhaka. The data were collected qualitatively, and semi-structured interviews were used to examine structural exclusion at both the academic and social levels. Additionally, this study analyzes how structural inequalities shape the higher education of Indigenous women. The findings suggest that Indigenous women students have been struggling with the language barrier and cultural alienation from the mainstream culture of patriarchy. Colleges and universities are referred to as inclusive, yet in practice, they marginalize and generalize minority identities. This study reveals the current equity policies by comparing two cities. It concludes that the policy and its implementation should be more practically inclusive and overcome various barriers, including gender prejudice and ethnic and social segregation. This study advocates for inclusion over exclusion in the educational experiences of Indigenous women and emphasizes the need for programs to address their challenges and promote equality.