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. One aspect of this activity is determining if and how these five programs change the practice and attitudes of key education stakeholder 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 successfully through government teacher professional development systems at scale. This report presents detailed endline findings from the iPLAY program implemented by the Flemish Association for Development Cooperation and Technical Assistance (VVOB), based on data collected in May 2024.