This study aims to reveal the appearance of “educational fever” in Nepal, based on the perspective of the daily practices of women in rural areas. In recent years, the rise in “educational fever,” especially the increase of people trying to attend private schools, has been attracting attention. The popularity of private schools has risen, and the proportion of students enrolled in private schools is increasing, especially in urban areas. These phenomena, on the one hand, positively illustrate the concept that if people have more choices, they can make their children attend better schools, support public school quality improvement, and obtain better outcomes and satisfaction. On the other hand, the selection system has been criticized for accelerating a structure of inequality that makes public schools poorer, impairing the public nature of education, as a result. Education does not necessarily lead to “success,” but it is imagined to lead to a better future, in Nepal. I have conducted ethnographic research in a hilly, rural area of Nepal since 2010. Parents who are unschooled and do not have regular incomes are struggling to enroll children in expensive schools. They use networks of relatives, the neighborhood, and microfinance for loans. On the one hand, they aspire to give a “good education” to their children, while on the other, they face practical difficulties because of vulnerable economic conditions. What kind of social change is occurring under the guise of “good education” in Nepal? I will attempt to examine the changing daily lives of women.