This study investigated how the introduction of an EdTech intervention to support the acquisition of foundational skills, for use with grade 1 learners in primary schools into two remote districts of Sierra Leone was perceived by teachers and community members and aligned with the primary education policy of Sierra Leone. By implementing EdTech interventions in marginalized districts, the study sheds light on various perspectives: policy, teachers, and communities. The aim was to enhance fundamental skills and learning outcomes. The study's key takeaways are (1) Policy Harmony: The EdTech initiative aligns with Sierra Leone's education policy, emphasizing inclusivity, equity, and English language instruction; (2) Teacher Empowerment: Ensuring teachers receive ongoing training, particularly in effective English language teaching, is crucial for successful integration of EdTech into their methods; (3) Inclusive Approach: The intervention's positive impact on children with special needs stresses the importance of accessibility and assistive tools for fostering inclusiveness; and (4) Community Engagement: Actively involving local communities is pivotal to scale up the EdTech intervention and guarantee equal access to technology, particularly for marginalized groups. In a broader context, this research demonstrates how EdTech interventions can tackle educational challenges in resource-constrained settings. The study underscores the need for coherent policies, teacher support, and community involvement to effectively implement and sustain such initiatives, with insights that can be applied to similar efforts in other countries, ultimately contributing to the overarching goal of universal Quality Education.