Females are like endangered species in the area of education and socio-economic development because many socio-cultural beliefs and practices inhibit them. This study therefore examines the extent to which some identified variables could either positively or negatively determine the attitude and participation of females to literacy programmes. It looks at the position of girls and women in relation to literacy programmes with the intent to ascertain females’ problems in their quest to acquire literacy for their personal development and enhancement of their lives generally. This study is able to establish that some variables could motivate girls and women to participate in literacy programme and that some others could inhibit them from participating. Using the social learning approach model it is established that when females acquire literacy against all odds, the results are: reduced illiteracy; increased self-esteem; ability to relate well with customers; better home front; better participation in religious programmes and increased socio-economic status.