The U.S. Agency for International Development (USAID) is increasingly supporting literacy programs in conflict and crisis-affected contexts, thereby bringing together the objectives of the Education Strategy to improve the reading skills of students in the primary grades, and to increase equitable access to education in conflict and crisis environments. However, not enough attention has been paid to the specific needs of designing, implementing, monitoring, and evaluating literacy education in these contexts. This Guidance Note offers insights based on a review of available program documentation and interviews with 30 practitioners of literacy programming in conflict and crisis-affected settings.