This case study portrays one part of my MA thesis research, conducted in 2011-2012. The topic of my thesis was gender equality and education policies in post-conflict countries, and the regression analysis described in this case study stands at the center of my thesis. However, I use the results of my regression models to advocate for a different (and qualitative) approach to looking at gender equality in education policies. I use a combination of document reviews and the regressions analysis to make my claim, an approach that can be labeled as a variety of mixed-methods approaches. My claim is that gender equality in education is a principle acknowledged by the international community; however, for a long time it was promoted as a legal obligation or political commitment. Progress in the international is apparent, but are international rights and goals sufficient? Post-conflict situations require a broader perception of gender equality and inequality because of the interplay between gender and violent conflict. This is often a neglected context in international goal setting. Gender equality is fundamental, but we need to think strategically and contextually about aid programs and policy development in order to affect long-term social change. Nussbaum’s capabilities approach offers a unique framework that can help bridge the gap between universal goals and values and local contexts and experiences of girls. There needs to be a moral commitment to gender equality in education, in addition to the political or legal commitment.