The onset of menarche, marking the transition to womanhood for adolescent girls worldwide, holds particular social significance. In countries such as Tanzania in sub-Saharan Africa, the social context of girls' lives introduces significant challenges following menarche, especially related to their successful engagement in school during adolescence. To examine the intricate relationship between menstruation and schooling for adolescent girls in rural Tanzania, a cross-sectional study surveyed 508 participants. The study investigated the correlation between level of education and various factors, including menstrual anxiety, religiosity, social support, preparedness for menarche, preferred sanitary products, and access to such products. The results provide fresh insights into resources that could be strategically addressed within families, schools, and communities, considering the educational level of adolescent girls. The implications for policy are discussed, particularly concerning the ability of adolescent girls in rural Tanzania to sustain their education post-menarche.