Despite Rwanda’s progress toward gender equity in education, female underrepresentation in science disciplines remains a concern. This study explores barriers and enablers influencing University-to-work transitions for female science students at the Catholic University of Rwanda (CUR). Using a mixed-methods approach, surveys, focus group discussions, and interviews with students, alumni, faculty, and employers, this research provides quantitative and qualitative insights. Findings reveal that 60% of CUR’s science students are female, with over 90% securing employment post-graduation, mainly in healthcare and education. Key enablers include academic support (82%), mentorship (74%), and financial sponsorships (68%). However, significant barriers persist: low self-esteem (56%), family-imposed gender norms (49%), and institutional biases (41%). Additional challenges include societal expectations (62%) and limited female role models in science careers (45%). Notably, CUR’s proactive gender equity initiatives have helped mitigate many of these constraints. The study concludes that the CUR model offers a replicable framework for improving female participation and transition into science careers. Policy recommendations include scaling holistic support systems, embedding inclusive and gender-responsive curricula, expanding mentorship networks, and conducting community sensitization to address socio-cultural obstacles and ensure sustainable gender equity in science education and employment.