This study, a qualitative study aims to explore the experiences of climate-induced migrant youth in pursuing higher education in the context of coastal Bangladesh. A purposive sample of 12 participants was drawn, to whom in-depth interviews were administered to understand their experiences of difficulties. From thematic analysis, five main themes were identified: socioeconomic issues, access to and preparedness for education, mental and emotional health, institutional support and policy, social and community networks. Deterrents that prevent educational participation include financial hardship, work commitments, lack of scholarships, and housing difficulties. An academic disruption, admission obstacles, inadequate institutional support, and poor digital literacy add to non-preparedness.” Youths reported negative stress, anxiety, and multiple belonging experiences, although they did use coping strategies and continued to be motivated to attend post-secondary education. Institutional and policy gaps were described alongside fragmented NGO interventions, indicating systemic limitations, and peer, family and community networks became a lifeline. The implications highlight the necessity of carefully responsive polices and schemes to expand access, inclusion, and equity for the climate-induced migrant youth in Bangladesh.