Public-private partnerships (PPPs) in education are a global phenomenon of education reform that is increasingly being implemented in several countries, including Pakistan. These are being framed as effective policy tools to increase equitable access to education. There are different manifestations and designs of PPPs in different regions, based on their countries' policies and the emerging role of international actors. Generally, the role of International Organizations (IOs) and development partners has been substantial in promoting PPPs in developing countries to meet the United Nations' "Education for All" goals and later revised "Sustainable Development Goals-4." Despite that, not all PPP models in education are successful everywhere. The focus of this study was to investigate the success (or lack thereof) of PPPs in education in achieving the goal of equitable access to quality education, in this instance by evaluating PPP reforms in Sindh, Pakistan, in the form of Foundation Assisted Schools and the Education Management Organizations (EMOs) Program. The study was guided by research questions intended to evaluate to what extent, how, in what way, and for whom PPPs in education improve access, quality, and equity in education in the context of Sindh, Pakistan. The "Realist Evaluation" theoretical framework was employed, applying choice theory and new public management concepts to address three main research questions, through a mixed methods research design. The data include policy documents, secondary quantitative data sets, and responses gathered from 39 semi-structured interviews and focus group discussions with the PPP stakeholders, including policy developers, school operators/managers, teachers, and parents. This study's findings indicate PPPs in education have some advantages over government-run schools--specifically, they appear often to promote better governance of schools through autonomy and decentralization, resulting in improved accountability, monitoring, and evaluation. However, the broader impact of PPP reform still does not clearly result in increased access, improved overall educational quality, nor greater equity. The PPP models in Sindh employed low-paid, untrained, and contractual teachers to promote the narrative of cost-efficiency. This study further opens a window for potential researchers, policymakers, and concerned stakeholders to better understand what works, for whom, in what circumstances and may support the design of a better regulatory framework of PPPs beyond the piecemeal approach to education reform currently in place. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]