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A team of researchers were investigating the impact of a Nigerian adaptation of Akili and Me when the COVID−19 pandemic struck. Schools shut down, interrupting the study’s quasi-experimental intervention design. Post-school reopening, researchers recon­ tacted 363 children (mean age = 5.1, SD = 1.1 years) who had pro­ vided data at baseline and had completed the intervention. The analyses revealed that during the shutdown, participating children watched Akili and Me, beyond the exposure experienced through the study intervention. Across viewing groups and including the control group, researchers found the children knew the program’s characters using a program receptivity score. The researchers found no differences associated with study’s initial group assignments. Those children who could name more Akili and Me characters performed significantly better on the outcomes of literacy, numer­ acy, shape, socio-emotional development, controlling for sex, age, baseline score, and group assignment. This study offers promising evidence that locally-produced educational media interventions can impact early learning skills, especially during a crisis when children rely on educational media for home learning.