A description of the work: This dissertation explores the role of educational technology enterprises (ETEs) in improving learning outcomes in developing countries through technology-mediated learning. It aims to contribute to the growing body of literature on the use of EdTech in emerging economies by adopting a novel approach – examining the provision of educational technology by private enterprises, in contrast to much more prominent user-focused research. Qualitative analysis presented in this dissertation leans on primary data gathered in semi-structured interviews with executives of ETEs operating in developing countries and takes form of a case study of five enterprises – Ubongo, EnCube Labs, Gradely, Open Learning Experience and Can’t Wait To Learn. I assess the emerging theories on the vision of learning that ETEs adopt, the prerequisites for implementation of their intervention methods, the role of human educator in those enterprises, ETEs’ coexistence with formal education and, most importantly, the process of ETE sustaining change and scaling up. It was discovered that ETE scalability plays an important role in improving learning outcomes in developing countries and two factor categories are particularly conducive of it – implementation partnerships and financing. Additionally, this dissertation established and formulated the “country-language” principle of ETE scaling.