The increasing number of vulnerable children who are under the age of 18 is becoming a world problem. Tanzania is experiencing the rise in the number of vulnerable children regardless of the efforts that are made to minimize the problem. Approximately in 2006 to 2007 about 344 children have not attended to free education due to different reasons in Nyamagana District. However, in the context of learning, vulnerability is related to inability of children to access free primary education that is contributed with a number of factors ranging from family, school to policy context. The purpose of this study was to examine the factors that affect vulnerable children from accessing free primary education in Nyamagana District, Mwanza-Tanzania. The study employed a mixed research approach and descriptive design. This study employed both probability sampling and non-probability sampling to select the respondents from the population. Participants were drawn from 5 schools including 5 head teachers and 50 teachers, 50 parents and 5 vulnerable children. The data were collected via in-depth individual interview and questionnaires. The findings of this study revealed that the vulnerable children have been affected by family issues like separation of parents, learning and teaching environment like lack of facilities for their studies and role of school such as poor leadership, and poor application of knowledge. However, recommendations are made for urgent intervention by government to play an efficient role of allocating resources. The school management should schedule parents’ days where the parents can meet with the school managements to discuss pupils’ issues. Also, stakeholders and international players are urged to participate in financing primary schools.