The productive potential of adolescent girls in Uganda is critically limited by the reciprocal relationship between low health, education and employment indicators. With little incentives to attain relevant skills training, girls choose to have children early and become engaged in risky behaviour, further hampering their ability to generate income. While all adolescents—both boys and girls—are entitled to decent livelihoods, girls face disproportionate risks and distinctive consequences from the vulnerabilities experienced and play a crucial role in breaking the intergenerational cycle of poverty and driving a country’s development forward. Young girls are more likely than their male peers to drop out of school, to marry at an early age, and to bear the brunt of poor sexual and reproductive health outcomes. There is clear and compelling evidence that investments in girls have broad and positive impacts. Through their labour force participation, fertility choices, and health, girls can play a pivotal role in breaking the intergenerational transmission of poverty and shaping a country’s development. Investments in education and employment opportunities for girls lead to greater economic contributions from this largely untapped segment of the potential workforce. Girls with access to and control over economic resources are more likely to invest in their families. Gender norms further limit girls’ mobility, selection of peer groups, and access to important social capital and financial assets (Bruce et al. 2006). Girls often have fewer social opportunities to meet friends and interact with mentors compared to boys. The conception of adolescent well-being draws heavily on Bronfenbrenner’s Ecological Framework for Human Development, in which the development of a person involves individuals themselves, their environment and interactions between the two. In Uganda 56% of Uganda’s population are under the age of 18, nearly 50% of girls are married by the age of 18, 27% of refugees living in Uganda are girls under the age of 18, 35% of girls drop out of school because of early marriages and other factors, 6.7% of each additional year of education for girls reduces their chances of contracting HIV by 6.7% Programmatic efforts have often focused on youth in general, often reaching boys and missing girls. Additionally, program efforts more often reach young children and, in some cases, older adolescents when deprivations have already occurred. It’s in light of the above gaps that we propose to target our adolescent girls both in school and out of school who fall between the ages of 10-19 in order to address some of the challenges affecting them but specifically address their lack of access to education, economic assets, life skills, and creation of an enabling environment in communities for adolescent girls’ development.