For several decades, countries around the world have recognized the significance of development in attaining human excellence, eradicating inequality, and establishing social justice. They have prioritized the pursuit of development goals as the focal point of their macro policies. Since women constitute half of the population, it is crucial to prioritize their education. Higher education plays a key role in shaping human resources, underscoring the significance of promoting women's education and giving due attention to single-sex universities. The current research utilizes a qualitative approach within the interpretivism paradigm, employing the content analysis method to explore the lived experiences of students studying in a single-sex environment of Alzahra University. The research participants are comprised of female undergraduate students, selected through purposive sampling. The findings represent across four dimensions: the individual dimension, which includes aspects such as self-confidence, freedom of expression, respect, a safe and comfortable environment, stress control, good feeling, support, flexibility, feminine feeling, mutual understanding, focus on lessons and academic progress, spirit of questioning, jealousy, and a lack of interest in university, school-like environment, and clothing. Social dimension encompasses harmony, social communication, shared thoughts, and a lack of social communication with the opposite sex. Cultural dimension involves factors such as not allowing education and choosing a university based on values and versatility. The cognitive dimension includes learning topics in a theoretical and non-practical way, a focus on obtaining grades, and a lack of connection with the labor market.