This article presents a case study of a five-year English-literacy project carried out in primary and middle schools in the Pacific island nation of Tonga from 2012 to 2017. It summarizes why and how the project was begun; the activities carried out by Peace Corps Volunteers and Tongan partners; its objectives; and the products, procedures, and lessons that this international collaboration generated. The project aimed at building Tongan educators' capacities to create, use, and sustain "child-centered" (or "student-centered") instructional and assessment practices; use books, libraries, and technologies to support literacy development; strengthen family and community support for children's learning and literacy development; and increase access by young children and in-school and out-of-school youth and adults to literacy development opportunities. The article concludes with recommendations for actions that policymakers, practitioners, and parents might take to build a more effective literacy development system in their nations.