This mixed-methods, multi-site, cross-border, and longitudinal research study focused on two key interventions—the accelerated education (AE) program and teacher education and professional development (TEPD) activities. The study examined the most salient aspects of well-being for teachers and learners, how program interventions (specifically AE and TEPD) contributed to student and teacher well-being, and how teacher well-being and student well-being interact with one another and with the broader community. In response to the COVID-19 pandemic, and prolonged disruptions to both schooling and project activities, the study also explored how the global health crisis influenced AE teachers' professional and personal experiences, as well as their observations and perceptions of the effect of the pandemic on their learners. The overall initiative was led by Oxfam Denmark and included multiple partners: Associazione Volontari per Il Servizio Internationale (AVSI), Community Development Initiative (CDI), Education International, Forum for African Women Educationalists (FAWE), Luigi Giussani Institute of Higher Education, Oxfam South Sudan, Uganda National Teachers’ Union (UNATU).