The purpose of this report is to provide data on children’s early grade reading skills as measured by the EGRA. In addition, we report information from an accompanying interview with children, the teacher passage, and select data from the EMES-TOS. The report focuses on these key research questions (RQs): 1. To what extent are students in Grades 2 and 3 learning to read in Nepali? 2. What reading-related skills are students in Grades 2 and 3 acquiring? 3. What factors—both in-school and out-of-school—help explain student performance on the EGRA? 4. How well do teachers understand a written explanation of a proposed Early Grade Reading Program?