Girls' education has been widely promoted as the answer to a wide range of problems. This article maps four key ideas that have framed this formulation. These are firstly, a techno-rationalist approach linked to narrowly defined interventions, termed here 'what works'. Secondly, a more normative engagement is outlined, termed 'what matters' which explores how girls' education is part of processes to extend and defend rights, support feminism or decoloniality. Thirdly, an approach termed 'what disorganises' looks at the ways in which girls' education has been used deceitfully and hypocritically to mask the perpetuation of unjust power. Lastly, an approach termed 'what connects' maps processes associated with building connections and epistemologies of co-ordination. The implications of these four framings are considered for the development of discussions on girls' education and gender equality and methods in comparative education.