Within the last decade, the Nigeria government has made tremendous stride towards Universal Basic Education as evidenced by the increasing enrolment of pupils in public primary schools across the country. Unfortunately, the country still may not achieve the Education For All (EFA) and Millennium Development Goals (MDGs) 2015 target for gender parity in primary education due to the inadequacy of the primary schools system to retain pupils until they graduate, especially in the northwest geo-political zone of the country. The study therefore is designed to determine the effect of Universal Basic Education (UBE) programme on the enhancement of girls’ education in Igabi and Sabon-Gari Local Government Areas of Kaduna State. The specific objectives of the study are to determine the influence infrastructural and instructional facilities on girl-child retention and completion of primary education under the UBE programme in Igabi and Sabon-Gari Local Government Areas and determine the influence of teachers’ quality on girl-child retention and completion of primary education under the UBE programme in study areas.Three hypotheses were formulated to guide the study among which states that the provision of infrastructural and instructional facilities has no significant relationship on girl-child retention and completion of primary education under the UBE programme in the study areas.The system theory was employed as the theoretical framework. Also the study sticks to the survey research design tradition. A multistage sampling technique was adopted to select the 369 participants comprising 15 head teachers, 141 teachers, 197 PTA executive and 16 Local Government Education Authority staff in study areas was used for the study. The answers to the research questionsand objectives were provided with tables of frequencies and percentages, in analyzing the data obtained from the field the multiple regression statistical tools was used to test the hypotheses. The study found out that infrastructural and instructional facilities provided were inadequate to enhance girl-child retention and completion of primary education. It also revealed that there is a acute shortage of teachers in public primary school in the study areas. Based on the findings of this study, it was recommended among others that the enhancement of girl-child education in the study areas require adequate provision of infrastructural and instructional facilities and the recruitment of experienced teachers in public primary schools by the government.