IGATE seeks to improve learning outcomes and positive transitions for 30,550 marginalized girls in rural communities of Zimbabwe. This case study is part of a collection to foster learning and knowledge-sharing around programme innovation and response to ensure girls’ continued learning during the pandemic. This case study looks at the IGATE programme response to the gender-related impacts of COVID-19 on education and their aftershocks in Zimbabwe, programme outcomes, challenges and learning, and opportunities beyond the immediate COVID-19 crisis to promote girls’ education and gender equality.