The main purpose of this research paper is to examine the current participation of the nationalrnarmy in Primary education, and thereby identify the major constraints that hinder theirrnparticipation to indicate possible intervention strategies for educational planners and policyrnmakers to alleviate the educational marginalization of some members of the army who have beenrnsettled in remote areas of the nation and in restricted camps.rnTo this end, a case study method was employed in an old Military camp, Tita, in the NorthEasternrnpart of the nation. Apart from consultation of documents from relevant sources, datarnwere gathered through participative observation with 3 army students, focus group discussionrnwith 5 army teachers and interview with the school coordinator. Applying purposive samplingrntechniques helped me to draw these respondents. The data obtained from these sources andrnrespondents were interpreted qualitatively, and the researcher constructs his own subjectivernnarration based on the data collected for two months through participative observation.rnThe data from documentary analysis indicated that the participation of members of the army inrnthe primary school in Tita is very low. Only less than half percent of the students enrolled at thernbeginning of the academic year were able to remain in school and assumed to pass to the nextrngrade level. Military obligation for conflict resolution, attitudes of the adults toward learningrnacademic subjects, the influence of their family, low self-concepts, health problem, school factorsrnsuch as curriculum relevance, the language of instruction, lack of school facilities, problems inrnquality and quantity of teachers, and institutional constraints have been identified as the majorrnproblems in the education participation of the army in the primary school.rnOn top of this, time constraints of both the teach~rs and the students, lack of interest from the sidernof the learners and lack of additional payment for their hard work of the teachers, lack of readingrnrooms and books were found to be major constraints to the educational involvement of the armyrnin primary level.rnHence, it is concluded that, in most cases, participation of the army in Tita camp is afunction ofrnmaterial constraints, time constraints, lack of interest and negligence to learning, school intrinsicrnand administrative problems.rnDepending on the results of the findings, reforming the curriculum, budgeting time for readingrnand assignment, opening library, and promoting capacity building training programmes forrneducational personnel are recommended