Past research has addressed the disparities in educational achievement for primary seven school leavers in Uganda but it did not take into account the multidimensional perspectives: those on poverty (as reported by the poor) and on educational inequalities between and within regions, particularly with regard to the impacts of the 1997 Universal Primary Education (UPE) policy. The central question for this enquiry was: whether the UPE policy reforms have eradicated the regional poverty and educational inequalities in Uganda given the evidence of a decade of UPE implementation (1997-2007). Five research questions arose: (1) What is the state of the regional poverty and educational inequalities in Uganda a decade after the launching of the 1997 UPE policy? (2) What are the perceptions of Primary leavers and adults on UPE and NFE and the effects of these interventions in reducing poverty and educational inequalities? (3) Is there evidence that UPE is helping poor people to escape from poverty? (4) How are poor people in Uganda socially constructed? What is the impact of the social construction of UPE on the learning outcomes of learners across the three different locations? and (5) How can UPE be meaningfully designed to help reduce regional poverty and educational inequalities in Uganda?