This article presents the subalterns' perspectives on government’s scholarship program in Badbhanjyang-1, Basundol, and Kathmandu. The information was analyzed and discussed using Spivak's (1988) subaltern theory to understand Dalit as special ability group and Bourdieu's cultural capital (1986) to know their different cultural assets at least in the field of education. This study showed that scholarship program was useful to educate and encourage the Dalit children to enroll in school. However,