While availability of information and access to it enables education in developing countries, information alone does not secure transmission of knowledge--especially to remote learners in low-tech, infrastructure-poor communities. For this reason, 21st century distance education tools require innovative mechanisms for accessing the hardest-to-reach learners. This paper explores an ethnographic case study from Nepal as a means for illuminating the possibility for expanding the right to education in developing countries through an innovative approach: the microfranchising of microlearning centers. (Contains 4 images and 4 resources.)