With inclusion agenda gaining currency in public policy discourse, women representation has now been ensured in public institutions, including schools, in Nepal. Informed by the concept of representation and theory of participation, this paper argues that though women’s participation in educational decision-making has received significant attention across the world, there are less opportunities for female to engage in governance and decision-making in Nepali community schools. Against this backdrop, this paper aims to examine what perceptions and beliefs School Management Committee (SMC) members hold towards inclusion of female members. Employing interview and observation techniques during six months of ethnographic fieldwork, I collected data in the form of ‘talks’, ‘texts’, and ‘interactions’ from six members in the SMC (including three female) from a community secondary school in Rural Kaski. The findings highlight some surfacing inclusion issues in school governance which are contestable. Nevertheless, inclusive governance practices have empowered women and brought about positive changes in the way schooling was perceived and experienced by girl students. The study concludes that though descriptive representation of women is ensured, and that some gender sensitive reforms are already underway, female members are yet to ensure their substantive representation in the school board.