This study examines active-learning pedagogies 1 as a key aspect of educational reform in the Republic of Kyrgyzstan, following its independence from the Soviet Union in 1991. We first briefly describe Kyrgyzstan’s geographical, cultural, political, and economic context ,as well as provide an overview of its education system. Then we draw on a range of documents to examine the ways in which active-learning and student-centered approaches to instruction were promoted and furthered at the official level, through the Kyrgyz Ministry of Education. We also track a variety of approaches promoted by international NGOs, bilateral, and multilateral development agencies to initiating reforms in instructional practice, with particular emphasis on USAID’s Basic Education Project, 2003-2007. Finally, we report the findings from our analysis of quantitative and qualitative data, illuminating challenges, opportunities, and outcomes of efforts to implement active-learning pedagogies in Kyrgyz schools.