This report presents the National Foundation for Educational Research's (NFER) learning study in collaboration with Three Stones International (TSI) which examined the sustainability of Learning through Play with Technology (LtPT) in Rwandan primary schools. LtPT is an approach in Right to Play's Plug-in-Play (PIP) project. The project supports Rwanda's goal of becoming a knowledge-based economy by enhancing Science and Elementary Technology (SET) education through playful and interactive methods. The study explored the extent to which LtPT practices can be sustained beyond the project's timeline and identified factors influencing their long-term integration in schools. Key findings include: (1) Teachers, headteachers and teacher trainers are committed to continuing LtPT practices; (2) Support structures are crucial for long-term sustainability; (3) Resource constraints hinder full implementation; and (4) Cross-curricular application supports sustainability.