This study attempted 10 explore the contribution of non:/'ormal education, life skills, medicalrnand social rehabilitation to vulnerable adolescent migrant girls at Bimh Te4a (BrightrnFuture) program in Addis Ababa and BaMrdar cities.rnIn collecting data for the study, four selected vulnerable migrant girls, eight mentors andrnfo ur employers of the selected girls, two project coordinators, three delegates of thernimplementer organizations were reached ill both sites of the program and observation of thernresearcher was applied in order to screen the obtained evidences. The purposefiilly selectedrnvulnerable adolescent migrant girls are with different backgrounds and their age range is 17rnto 19 years.rnThe methods 0/ data collection were semi-structured interview, focus group discussion,rnobservation and consultation of literature and documents. The data obtained through thesernfo ur instruments were organized and analyzed using qualitative approach, based on case byrncase and cross-case analysis.rnThis study denoted that different pushing and pulling factors enforced the selected cases tornmigrate to the cities. Early marriage is a common factor for all the cases. Where as,rndeprivation of education for three of the cases, glamour of city life for two of the cases,rnpartial parental loss and medical problem due to early marriage for each of the two cases,rnare additional jactors to exacerbate their migration to the cities. Moreover, afier migrationrnIi/e in the cities was difficult for them where they engaged in low wage jobs, being unrnemployed, exposed to gender based violence, lack of medical services alld social atlachment.rnIt also investigated that the rehabilitation program has been able to brought substantialrnchanges in the livelihood of the vulnerable adolescent migrant girls served in the Bindt Tesfarnprogram.rnIn this regard, th e contribution of the rehabilitation services to the vulnerable migrant girls,rnIIIP slIfdy revealed that, the non.jormal education had benefited them to acquire basicrnknowledge 0/ education and recover ji-om their illiterate status. Thus, they read, write andrnpeljorm basic nUlI/erical functions, improve language skill, except the cases of Bahirdar inrnEnglish language, where all passed their admin istered examinations and promoted to thernnext grade level. The education increased th eir ambition to inspire for filrther opportunitiesrnoI/'ormal education or vocational training.rnThe life skills training enhanced their health protection, assertiveness, se/fconjidence,rnnegotiation and coml/1unication skills, the notion and appeal 0/ gender based violence. Therndove-tailed medical services and social rehabilitation supported the girls to reviveji-om theirrnproblems and ameliorate th eir social participation with their peers, mentors and workingrnhomes.rn011 the other hand, the perception of employers on the rehabilitation of these girls wasrnchanged and cooperate to send them to the program. Ti,e implementer organizations and thernprogram staff members too are enthusiastic to jacilitate the program due to the changes inrnpeljormances a/the girls and viability of the program.rnThe challenges intervened in the rehabilitation process are identified, whicll could bernsupportive for the concerned bodies 10 solve or ameliorate the issues for the sOllndness of thernprogram. In addition, meticulous discussions are made in the major thematic areas, pertinentrnto the research questions. Based on the facls discovered and lessons learned conclusions arernals% nvarded. Finally, appropriate and doable recoll1mendations are indicaledfor possiblernintervenlions and jilrlher investigations.