Iraq is one of the most multicultural societies in the Middle East. In addition to the three primary ethno-religious communities—Shia Arabs, Sunni Arabs, and Kurds, a broad range of communities make up the country’s demographic. The existing literature and research on Iraq’s minority groups focuses heavily on cultural heritage or human rights violations and security. Little has been written about the impact of heightened identity politics and conflict on the everyday lived experience of citizens within the distinct communities. This paper seeks to address this gap by focusing specifically on education access from the perspective of different ethnic and religious groups in the post-conflict context. It will explore the distinct challenges that are faced by minority identity communities in their pursuit of fair and equitable education access. The paper draws on interviews and focus group discussions conducted virtually and face to face over a three year period, starting in September 2020 and concluding in December 2023. Children from all communities across Iraq currently face restricted access to education due to failed educational infrastructure and the wide spread use of negative coping strategies like child labour and early marriage. However, this paper posits that Iraq’s minority communities have faced a longstanding educational disadvantage that has been disproportionately exaggerated by the conflict with ISIL.