Results from 54 studies of programs to improve learning in low- and middle-income countries, all of which reported program impacts by gender, indicate that in a small number of cases, aspects of program implementation, such as preferential treatment afforded to boys by tutors or gender stereotypes, prevented girls from benefiting from programs to the same extent as boys. In other instances, girls benefited more from design features within programs that supported their needs, such as the presence of female role models or the ability to learn in groups with friends. More research is needed to understand how the effects of programs to improve learning vary by gender. Policymakers designing interventions to improve learning may want to account for gender-specific constraints and monitor progress by gender as a best practice, especially in contexts where gender gaps exist in learning outcomes.