This study investigates the perceptions of five Black women, aged between 48 and 61, enrolled in Adult Education (EJA) at a public school in a municipality in Rio de Janeiro, highlighting the obstacles that contributed to their inability to complete elementary education, despite multiple attempts. Using a qualitative approach and a multiple case study method, data were collected through sociodemographic questionnaires and semi-structured interviews, and analyzed from a content analysis perspective. The participants revealed life experiences filled with socioeconomic challenges, lack of family support, and work responsibilities that hindered their continuous access to education. The intermittency in their educational trajectories was marked by the repetition of the 4th grade of elementary school on several occasions, highlighting issues of support and inadequate methodologies. Despite adverse conditions, all expressed a strong desire to learn to read and write, aiming to increase their autonomy and provide better opportunities for their children. The stories of Ana, Bela, Carla, Diná, and Eva not only reveal the structural inequalities that permeate the education of Black women in Brazil but also point to the urgent need for public policies that ensure not only access but also the retention and educational success of these students. This study underscores the importance of considering the specific experiences of these women in formulating inclusive and meaningful educational strategies that can help address social and educational inequalities.