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Aid and development have long targeted schooling as a primary site of intervention in Nepal. However, scant research has explored perceptions of development among educators themselves. This study considers how Nepali educators understand themselves as beneficiaries and agents of development within the context of a U.S. Department of State funded education program. Further, the paper considers how educators understand hegemonic gender norms, and how their participation in this program may challenge them. The study suggests that the program - as part of larger development initiatives - is a location and context through which and educators identities are negotiated in Nepal.