In recent years, there has been a strong push for worldwide improvements in primary education. Many of the corresponding goals and policies find their foundation in a vast literature that demonstrates the wide-ranging benefits of educating females, including widely-accepted evidence that the children of educated women are much more likely to receive formal schooling. However, understanding of the causal mechanism that drives this relationship is lacking. This paper will use household survey data from the Learning and Educational Achievement in Pakistan Schools (LEAPS) Project from 2003 to further examine the role of maternal education in household decisions regarding children’s enrollment in primary school. Results from probit analysis indicate that higher maternal education levels increase the likelihood that a mother will participate in the decision to enroll her children in primary school, and do so in addition to the effect of maternal contributions to household income that higher education levels may allow. This paper also notes household and child characteristics that increase the likelihood of maternal participation in the household decision-making process and concludes with the policy implications of these findings.