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Abstract In this article, we aim to demonstrate that the work of Christian educational institutions in various parts of India has been effective without any negative intentions. Educational development is found to occur where institutions are active, especially among those who are deprived, poor, exploited, and excluded from mainstream society. The institutions have given hope to these individuals, who have been striving to assist in educational, social, economic, and political ways. This research, based on the empirical studies of two taluks, namely Mysore and Heggadadevanakote, in the Mysore district in Karnataka State, concerning the role of Christian educational institution schools in tribal education, found many issues of relevance. 2020-2021 saw the collection of data from students between the ages of 6 and 14. Other groups of individuals were also included in the data, including NGO representatives, tribal and non-tribal people, local leaders, administrators, and elected representatives. It endeavors to concentrate on areas of study that are not yet explored. Christian institutions in educational development in the State of Karnataka, India have been empirically examined in the paper for the first time. The various forms of their contribution to educating the tribal people of Karnataka can be understood through this study, which has policy implications. The H.D. Kote taluk of Mysore district was confirmed by this study. Due to only one government school in this taluk, the education level of the tribals was significantly lower than that of Mysore.