Promoting female learning otherwise known as Girl Child Education continues to engage the attention of policy makers and practitioners in education and development generally; a situation greatly shaped by the myriad of obstacles militating against girl child education. In the current study, we probed the influence of CAMFED's girl child education support scheme on school enrollment, retention and progression. We applied a reflexive evaluation approach anchored on a concurrent mixed methods research design in the study. Using a multistage sampling procedure, selected respondents were administered a combination of semi-structured questionnaires and in-depth interviews. We analyzed our data using multiple regression and descriptive statistics, supported by content analysis. The findings show that school enrollment and progression of the girl child increased substantially after the introduction of CAMFED's intervention. However, gender-based perceptions continue to stifle girl child education, in spite of the behavior change component of the intervention scheme. The paper concludes that policy interventions should address the sociocultural bottlenecks inhibiting the education of the girl child if the gains made so far must be sustained. Going forward, studies could focus on measurement of performance as a function of girl child education support schemes beyond the basic level of education.