The study aims to find the ways in which the educational capital of the university graduate women, who were forced to migrate due to civil wars in their countries, reflects on the process of adaptation to a new society and lifestyle, in relation to their social and cultural capitals. Accordingly the meaning of being an educated woman within the context of migrant women's own cultures, and the ways in which their educational capitals are reflected on in the process of the adaptation to a new culture, with its advantages and disadvantages were examined. This research is a basic interpretive qualitative study. Interviews were conducted with 11 university graduates women. The research findings revealed that the legal policies of Turkey as an immigration country and the attitudes of the people are not inclusive and supportive. While the forced immigration is expected to invalidate all types of capitals individuals had within the framework of the fundamental dynamics of the target country, it is found in this study that the family status of the participants was the main factor shaping both their access to education within the context of their culture and their positions as women, and their adaptation processes to the new society.