While there is growing evidence of the impact of learning through play (LtP) on student outcomes in high-income countries, there is little research linking LtP to learning outcomes in low-and middle-income contexts in primary schools. This presentation focuses on the midline evaluation findings from an education improvement initiative that is seeking to expand playful pedagogies into primary schools in five low and middle-income countries (LMICs). In this presentation, we examine the different approaches taken by projects to support teachers to test, adapt, and adopt LtP in their classroom. We link these findings to classroom observation data on the frequency with which teachers employ more collaborative, interactive, creative, exploratory, and student-driven play-based approaches. We also discuss the impacts of these activities on student outcomes (EGRA, EGMA and SEL).