Life skills enable individuals to evaluate and apply knowledge to effectively meet the demands of changing social and economic landscapes, and are especially needed by girls in the developing world who face structural barriers to education. To increase understanding of how girls’ life skills education contributes to achieving the Sustainable Development Goals related to girls’ educational and life outcomes, and to gender equality, the Center for Universal Education (CUE) at the Brookings Institution requested this Capstone team to prepare case studies on the mechanics, processes, and outcomes of three innovative life skills programs run by nongovernmental organizations in formal and informal education settings—BRAC (Bangladesh), Grassroot Soccer (South Africa), and Room to Read (Cambodia). This report found that there is no “one-size-fits-all” approach to girls’ life skills programming, as success depends on a careful design around context. The report proposed a conceptual model that analyzed girls’ empowerment through life skills, and that served as an initial guide for effective life skills program design. Based on the results of a comparative analysis of the three programs, the report concluded with implications and recommendations for developing and implementing girls’ life skills programs, and outlined questions for future research.