District Education Directorates (DEDs) perform a critical function in the education service delivery chain in Afghanistan. Central and provincial level education officials have limited resources for travel, yet there are around twenty thousand schools in Afghanistan, spread over four hundred districts, that fall under their supervision. DEDs are physically closest to most schools, and therefore, DEDs interact more frequently with school principals, students and communities. For many schools located outside of provincial centers, DEDs are the only interaction they have with the Ministry of Education (MoE). The main objective of this study is to examine the structure, functions, and authorities of DEDs, to identify their constraints and explore potential reforms to optimize their role in the service delivery chain. This study builds on earlier research in the education sector in Afghanistan, including a 2015 Education Sub-National Assessment, prepared for the Ministry of Education. Section two of this report will discuss the role of DEDs in the service delivery chain, the organizational structure of DEDs, and describe typical DED staffing indicators, and responsibilities of positions within the DED. The third section will take a more in-depth view at the core functions of DEDs (both de jure and de facto) and discusses DED decision-making processes and interactions. Finally, section four will identify key constraints to DEDs delivering on their functions and recommend reforms to optimize the role of DEDs in the service delivery chain.