This paper focuses on understanding the impact of the Scheme in aiding Ghana’s effort to realize equitable and universal access to basic education by providing a descriptive portrait of primary school enrollment patterns from 2002 to the present. We find that, based on initial data, the Scheme is associated with initial gains in enrollment and that different populations and different regions realize different enrollment gains. Accordingly, we argue that more attention must be paid to how the Grant is being implemented within a decentralized education management structure such that each region and population effectively reaps increased education outcomes.