Institutional child care refers to a group living-setting for more than ten children, having no biological or surrogate mother in which care is provided by paid care-givers (Browne, 2019). It is a structured form of care offered to vulnerable children in settings such as residential institutions, or orphanages (OECD, 2021). The purpose of this study was to determine the relationship between institutional child care practices and participation in education of lower primary school pupils from grades 1-3 in, Embu County. The study was grounded on Bronfenbrenner Ecological System theory that purports that human development is influenced by a dynamic interplay between the individual and their surrounding systems. A correlational design was embraced in this study. The population target was 1303 from the selected schools. The sample size was 132 participants comprising of institutional caregivers, learners, lower primary teachers, and head-teachers. The study found variations in school enrolment and resource allocation among schools, but overall, school attendance was low among lower primary pupils under institutional care. Institutional care showed a strong negative correlation with school completion, suggesting a detrimental effect on completing school among lower primary pupils (p=-0.836). However, the influence on school attendance appeared to be less pronounced and statistically insignificant (p=.356>0.05). The study therefore, recommends that the Ministry of Social Services conducts thorough review of institutional care policies and practices in Embu County to improve conditions within the institutions to support education participation for children. Further, enhancing educational facilities within institutions and ensuring that children's educational needs are prioritized alongside their care needs.