The All Children Reading–Asia (ACR–Asia) Return to Learning Cambodia Case Study was designed to research the Cambodia Ministry of Education, Youth, and Sport’s (MoEYS’s) response to the disruption in learning created by the COVID-19 pandemic during different phases of school closure and reopening in the 2019–2020 and 2021 school years. The study used qualitative interview methods to study the education system’s response, from the central ministry level down, to how school directors and teachers implemented expectations communicated to them. Forty-four participants were interviewed, including central MoEYS personnel, school directors, teachers, and caregivers. Participants were asked about the phases of MoEYS response to the pandemic and what procedures, implementations, and subsequent outcomes occurred The presenter will present findings that positive changes were implemented in the participating schools. Many stakeholders within the education system and its stakeholders act and react to an education crisis in ways that would not be typical of the system functions and individual behaviors experienced in a regular school year. Fundamentally, the education system and its actors showed that during COVID-19, they could carry out a set of core functions (RTI International, 2018). These core systems functions were to set and communicate expectations, monitor progress, provide targeted support to facilitate students’ access to continued education during school closures, and make stakeholders accountable for meeting the expectations.