The quality of rural education in developing countries is hampered by poorly trained teachers, passive learning, curricula that are ill-matched to rural needs, and disengaged parents. Piecemeal reforms tackling these problems often fail to create sustainable improvements among teachers, students, parents, and schools. Simultaneously tackling the needs to empower rural youth, to create active learning modules, and to engage parents’ interest in schools, we implement a model of school-based agricultural education (SBAE) that is long-established and studied in America. We provide the first randomized evaluation of the SBAE approach in developing countries. We cluster-randomize the offer of a package of interventions based on the model to 197 primary and junior high schools in Liberia. Building upon the country’s need in diffusing low-cost agricultural innovations, the package of interventions includes (1) training and regularly monitoring agriculture and science teachers on the use of a hands-on, learning-by-doing pedagogy; (2) setting up school gardens as active laboratories, which engage students on problem-based learning and to demonstrate useful agricultural innovations to their communities; (3) encouraging students to develop home entrepreneurship projects under the supervision of their teachers, which empower rural youth with practical skills and allow them to practice project-based inquiry; (4) fostering mentorship of and peer interaction among students via extra-curricular club activities. We evaluate school-level changes in (i) pedagogy and behavior among teachers, (ii) academic performance, skills, and attitudes towards education among students, (iii) attendance and grade completion rates; (iv) school enrollment, and (v) school management outcomes after two school years.