This document summarizes a study comparing factors affecting learner achievement in mathematics education between Botswana and South Africa. Some key findings are that Botswana learners scored higher on mathematics tests and had more lessons compared to South Africa. The quality of teachers, their mathematics knowledge and pedagogical skills differed between the countries as did opportunities for students to learn the curriculum. The study recommends increasing instructional time in mathematics, improving teacher training, developing a culture of mathematics, and monitoring implementation of reforms rather than simply increasing resources.