This paper explores factors to increase the likelihood that the implementation of ABRACADABRA, a technology-based approach to teaching and learning literacy, endures and expands beyond the initial research. Started as a pilot study in 12 classrooms, the implementation spread to more than 500 primary classrooms over six years in five areas of Kenya. Drawing from research about scalability and sustainability of educational interventions and value-expectancy-cost theory, an exploratory survey was designed to interview a range of actors involved in the software implementation. We used a combination of an a priori and data-driven coding approaches to analyse the narratives. We then built a model exploring the relationship between expectancy-value-cost beliefs and the factors associated with implementation and sustainability. The model explained an important portion of variance in the self-reported intent to use the software with the most significant contributions from policies, professional development, and students. These findings may be useful in the context of low- and medium-income countries where no research-proven principles exist to building sustainable and scalable educational interventions.