We provide experimental evidence from an education program in Brazil that empowers public school teachers, through a combination of technical assistance and earmarked funding, to design and introduce locally adapted pedagogical innovations. While the study encompasses grades 5, 6, and 10, we find consistent and pronounced impacts on learning and school progression in 6th grade, a critical transition year from primary to lower-secondary education. Positive effects are concentrated in schools where teachers are most affected and where the rate of in-school project implementation was highest. We argue that program components are likely complementary and that education projects designed to tackle multiple constraints simultaneously can improve service delivery and child outcomes.