This study uses data from the Ghana Living Standards Survey to examine the link between women’s bargaining power and children’s schooling outcomes. It employs a principal component analysis to generate an index measuring women’s bargaining power based on a couples’ education gap and age gap when their child reaches age 6. It then uses women’s age at first marriage as an instrument to identify women’s bargaining power. The results show that women’s bargaining power holds no significant association with late school enrollment. However, it has a negative and significant association with the probability and intensity of grade repetition (the number of times the same grade is repeated), especially for firstborn children. Girls tend to benefit more from the mother’s bargaining power compared to boys. The study further shows that women’s bargaining power is linked with school enrollment and attainment, which confirms previous findings in the literature.