The Play Accelerator grant presents a unique opportunity to examine five large-scale educational interventions focused on improving learning through play (LtP) in Bangladesh, Ghana, Kenya, Rwanda, and Vietnam, respectively. One aspect of this activity is determining if and how these five programs change the practice and attitudes of key education stakeholders and whether or not this leads to improved holistic learning outcomes through increasing playful pedagogies. This in turn will generate much-needed rigorous evidence on implementing playful pedagogies at scale successfully through government systems for teacher professional development systems. This report presents detailed endline findings from the Tucheze Kujifunza (TuKu) program implemented by Aga Khan Foundation (AKF), based on data collected in January 2024.