The education of girls in Pakistan has been severely lacking since the nation gained independence in 1947. Since then, some steps have been taken to address the extremely low attendance rates, literacy rates, and higher-education rates for girls, but most programs have been moderately effective at best. Specifically, rural villages still educate their daughters at an unacceptable level. This thesis will find evidence from programs within Pakistan and other comparable countries of what specific measures lead to the greatest educational outcomes for girls. By synthesizing the most successful programs in the past couple of decades, suggestions can be made to design better policy in the future. The thesis will be broken down into three motifs, each of which delves into a specific mechanism by which girls’ educational outcomes are improved. The ultimate goal is to help future policy makers more accurately target programs to improve the education outcomes for girls.