Educational development plays a vital role for the socio-economic betterment of the weaker sections of the society. Tribes residing in eastern Uttar Pradesh are still very poor in education in spite of the Government’s commitments to improve their backward status through special constitutional provision. Present article analyzes the determinants of school education of Scheduled Tribes with special reference to their socio-economic status as major determinant and explores possible strategies for improvement of different ST communities in Deoria, Ballia, Ghazipur, Varanasi and Sonbhadra district of U.P. Most of the husband or wife (55.9%) in ST families are primary to 10+2 educated or illiterate (31.4%) and, 12.2% of families are still not sending their children to school. Poor socio-economic status due to several contributing factors is the biggest hurdle in getting higher education in tribes. Most of them are either poor (73.4%) or lower middle (24%) socio-economic grade even 96.8% poor in Sonbhadra, most of them earn their livelihood from irregular mostly agriculture labour (83.82%), only 2.4% has farming resulting poor yield of their small inadequate land with traditional manner of farming. Poor percentage of children studying in residential school, school away from easy approach, lack of convenience, less availability of time, poor school facilities and student friendly environment, poor parental attitude and support are other determinants resulting poor educational outcome in children. Poor personal hygiene among children also predisposes them to discrimination in school environment. Corrective measures against identified determinants needs further strengthening to improve overall status of tribes.