The present report describes an internal assessment of the impact of the Communication for Education Project (C4E) implemented by CARE in Ratanak Kiri and Mondulkiri Provinces. Under the project, a communication for development campaign was designed by CARE, in collaboration with UNICEF, MoEYS/PED and local government counterparts, to promote better awareness and positive attitudinal changes toward values of education to increase community demand for good quality education among parents, caregivers and community members. The campaign also sought to strengthen perceptions of stakeholders’ role in supporting inclusive learning environments for all children at school. The communication channels used by the campaign included sound recordings (e.g., radio, public announcements, etc.), posters, social media, and other forms of communication. In technical terms, the project focuses on the role of what are known as District-based Training and Monitoring Teams (DTMT1) and School Support Committees (SSCs) and their mandate to promote strengthened demand for inclusive quality education among community members and other stakeholders. Members of the School Support Committees (SSCs) led the campaign to improve attitudes and behaviors as these relate to education. These champions facilitated a Human-Centered Design Approach to the development of the campaign and planned events in remote communities targeted by the project.