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This study focuses on how GEC II projects have engaged teachers and emphasised teaching quality to improve girls’ education. This means understanding not only teacher demographics (who teachers are), but also their pedagogical practices, most notably how they approach teaching marginalised girls in their classrooms (what they do). This study focused on areas identified in the literature as being important - some of which are a gap in the global evidence base – including those related to gender-responsive pedagogy; the role of female teachers; and teacher professional development. It considered these in the context of adaptations to learning and teaching interventions by GEC II projects in response to the Coronavirus 2019 (Covid-19) pandemic.