This paper examines the disparities in access to higher education in the UK, focusing on under-represented groups. It reviews the concept and implementation of Contextual Admission (CA) policies aimed at addressing these inequalities. Despite efforts to improve access, significant barriers remain, including lower academic achievement, inadequate support, financial constraints, and resource disparities. The CA system, while promising, faces challenges in standardization, data reliability, and comprehensive effectiveness. The paper argues that while CA can improve opportunities for some, it does not fully resolve the broader issues of inequality in higher education, potentially reinforcing structural disparities and limiting social mobility.