The significance of children’s education is paramount within the discourse of societal development and progress. SDG 4 states that education is essential in breaking the cycle of intergenerational poverty, empowering individuals to access opportunities and aspire to a higher quality of life. This chapter aims to understand why the Pakistani children continue to perform poorly on learning outcomes. Using nationally representative Household Integrated Economic Survey 2018–2019, this study finds the reasons for below the basic level performance on the three outcomes i.e. reading, writing and doing math. The data on 50,594 children show that amongst the various factors that inhibit literacy, the single most important factor that emerges is that children stay on in school and learn from those teachers that teach well. Besides the quality of teachers, the other important factors are the type of schools and parental characteristics such as their level of literacy. This chapter also unpacks the factors associated with children dropout of school. The significant factors that influence the decision to drop out of school are parental education, gender of household head, and the type of work the household head is engaged in. The chapter stresses that from policymakers and educators to parents, communities, and civil society organizations, each entity plays a pivotal role in shaping the educational experiences of children. The collaboration and synergy among these stakeholders are instrumental in crafting effective interventions that address the multifaceted dimensions of learning.