We will evaluate the impacts of a program that combines school meals and literacy training in 160 schools in Nampula province in Mozambique. We partner with World Vision (WV) Mozambique, which provides school meals acquired from the United States Department of Agriculture (USDA), and who also provides training for teachers and other educators on early grade literacy instruction. School meals are already provided every school day to all students in the study schools and consist of vitamin-fortified porridge. WV will begin to implement an early grade literacy program called “Unlock Literacy” (UL), which comprises two components. First, WV trains teachers in sound pedagogical practices that facilitate early grade reading and will provide coaches to follow up with teachers. Second, community interventions are conducted to encourage parents to help their children read. As part of the community interventions, “reading camps” are established. The reading camps are designed to be interactive and fun learning experiences for children to learn and practice reading outside of school and are run by older children in the community. Schools will be randomly assigned to three groups: school meals only, school meals + teacher training, or school meals + teacher training + enhanced reading camps. In this final experimental arm, reading camps will be supported by a designated teacher at the school to ensure that meetings are regular and that parents and the school council support the camps. This evaluation will focus on the impacts of this programming on the reading abilities of students in grade 4, student attendance and grade attainment, teacher attendance, teaching practices, and student nutrition. We hypothesize that the combination of school meals and teacher training will improve reading outcomes and may improve attendance, attainment, and teacher practices. We further hypothesize that the addition of the enhanced reading camps will further improve reading, attendance, and attainment.