Background/Context: Mozambique has made progress over the past decade in improving both the nutrition and literacy of its population. Nevertheless, rates of illiteracy and malnutrition remain high, particularly in rural areas and among women. In most provinces in Mozambique, schools are overcrowded, student/teacher ratios are high, and reading and math test scores are low. Many Mozambicans, particularly children, suffer from food insecurity, including poor diet quality. Purpose/Objective/Research Question: The McGovern-Dole program is structured around the premise that improving reading instruction, student attentiveness in class, and student attendance at school would improve student literacy. As a result, the program takes steps that are hypothesized to support each. Specifically, the McGovern-Dole program hypothesizes that (1) enhanced teacher training, curricular support, and access to school supplies will all support literacy instruction; (2) nutrition and health programs will support improvements in attendance, and (3) greater access to food will reduce hunger and improve student attentiveness in class. This evaluation, conducted by Abt Associates and sponsored by the United States Department of Agriculture -- Foreign Agriculture Service, reports the impacts of two McGovern-Dole projects in Mozambique. Setting: The evaluation focuses on program impact from 2015 to 2021 in four districts of Maputo province (Manhiça, Magude, Moamba, and Matutuine) and two districts of Nampula province (Muecete, Nacaroa). Population/Participants/Subjects: The evaluation focused on the outcomes for students in grade 3 (early grade students) who had two years of exposure to the intervention and students in grade 5 (middle grade students) who had experienced four years of the intervention. Intervention/Program/Practice: In Maputo province, four districts implemented both literacy and school feeding programs. To improve literacy instruction, local implementers conducted early grade reading and literacy interventions, including instructional materials in local African languages. To improve attentiveness and attendance, local implementers provided daily meals, school gardens, safe water supply, and a nutrition education program. In Nampula province, two districts implemented only the school feeding program. To improve literacy instruction, local implementers offered increased literacy assessments, access to school supplies, and literacy activities. To improve attentiveness and attendance, local implementers provided information on safe food preparation, nutrition, and sanitation services. Research Design: The evaluation estimates impacts using a quasi-experimental difference-indifferences (DID) design, comparing average school outcomes at program beginning to average school outcomes at program end (four years later) for schools implementing the McGovern-Dole programs as compared to comparison schools. The selection of comparison districts was based on a number of criteria including location in the province, no known literacy intervention, geographically close to districts with intervention schools, similar urban-rural divide as the intervention districts; similar number of students and schools; similar languages spoken at home. The quasi-experimental estimates use data on the same outcomes for schools at baseline and endline to support DID analyses. DID implicitly projects what the endline outcome for schools that received the intervention in question would have been "absent treatment" using the observed difference between baseline and endline in comparison schools. The difference between the observed endline outcome for treatment schools and this "absent treatment" projection is an estimate of the treatment effect. Alternative impact analyses are conducted on a subset of schools with adequate fidelity of their assigned programs; this analysis is based on an assessment of the level of implementation of the programs in each school, based on descriptive information on level of fidelity of implementation collected as part of the evaluation. The results of our approach provide detailed qualitative data to help to interpret the data from the impact evaluation, which is important given the four-year time period from baseline to endline inclusive of the COVID-19 pandemic. Data Collection: Implementation and impact analyses are based on qualitative and quantitative data collected via student direct assessments, as well as surveys of head teachers, teachers, school cooks, and students. The study team also conducted family focus group discussions and interviews with representatives from the Ministry of Education and Human Development Data were collected at baseline and endline from the same schools using the same instruments. The sampling frame for the comparison group was developed using Education Management Information System (EMIS) data. The schools in the districts that met these criteria were automatically selected into the comparison group. Classrooms and students within schools were randomly sampled as part of the data collection in schools. Within each school, one Grade 2 and one Grade 4 classroom were selected at baseline. Because of COVID-related school closures from March 2020 March 2021, students missed a year of instruction. The study team randomly selected eight students from Grade 3 and from Grade 5 for the endline assessment mitigating the loss of a year of schooling. Findings/Results: Students in schools implementing the combined literacy and school feeding intervention improved their average reading comprehension scores relative to students in comparison schools. Early-grade students experienced an increase of 4.8 percentage points and mid-grade students experienced an increase of 7.6 percentage points in their reading comprehension. Neither school feeding nor school feeding and literacy improved student attendance (absences) or attentiveness for either early or mid-grade students relative to comparison schools. For average mean reading comprehension scores, early-grade students in adequately implementing schools experienced an increase of 5.9 percentage points (p<0.05) and mid-grade students experienced an increase of 12.7 percentage points (p<0.01). When including all treatment schools, regardless of implementation adequacy, average mean reading comprehension scores for early-grade students increased by 4.8 percentage points (p<0.01) and for mid-grade students by 7.6 percentage points (p<0.05) Conclusions: Despite a full year of COVID-related school closures and substantial widespread disruption in feeding and school literacy programming across McGovern-Dole schools, this evaluation detected positive, significant effects on student literacy gains. Implementation analyses suggest that the McGovern-Dole program delivery is feasible even under the most challenging circumstances and positive impacts emerge when implemented with fidelity. These findings are useful for understanding the implementation of school feeding and literacy programs in Mozambique as well as informing programming and evaluation throughout the Southeastern region of Africa and across the globe.