In order to correct for the initial gender blindness of the Paris Declaration and related aid modalities as general and sector budget support, it has been proposed to integrate a gender dimension into budget support entry points. This paper studies the effectiveness of (joint) gender working groups and the integration of sex-disaggregated indicators and targets in performance assessment frameworks in the context of education sector budget support delivered to a sample of 17 Sub-Saharan African countries over the period 2005-10. Findings of the qualitative comparative analysis demonstrate that engendering these two budget support entry points contributed to high performance on increasing female enrolment.