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This article seeks to understand the extent to which social entrepreneurship can contribute to improving access to and the quality of education in marginalized regions. The primary objective is to comprehend the entrepreneurial process, from intention to social impact, and its intrinsic connection to the local territory. Secondly, it aims to identify the conditions for implementing educational social innovation. To this end, we conducted qualitative research focused on three emblematic social innovations in Tunisia. This study relied on participant observation and interviews with the founders to grasp the challenges of this form of entrepreneurship within the context of marginalized communities. The implications of these social innovations are multifaceted. They provide valuable insights for research, practice, and public policy on the importance of strengthening support for third-sector organizations in territorial development dynamics. This support is crucial to broaden and complement existing alternatives.