This case study examines a training targeting 18,000 head teachers and subject heads over seven days using IVR accompanied by electronic materials shared via WhatsApp conducted by the USAID-funded and RTI-implemented Malawi Early Grade Reading Improvement Activity (MERIT). While the training was conducted in June of 2020, this case study includes findings from a follow up study one conducted year later, to see what training content and skills participants retained, and the training elements that were most effective in their delivery. The case study applies a process-based and learning-oriented approach, drawing from the MEL-Tech Framework (Paper 1), to understand technology-supported remote teacher training introduced in response to COVID-19.