Post-primary Basic and Continuing Education interference of BRAC Education Programme popularly known as PACE desired to enhance the quality of secondary education of Bangladesh. This comparative ethnographic study intended to understand if any cultural changes took place in the schools due to PACE. For this, data on school daily life, teaching-learning process, use of the library, school management, leadership, values and gender issues were collected from three intervened and three non-intervened schools located in three upazilas (sub-districts) of Tangail, Jessore and Rajshahi districts of Bangladesh. Six research assistants following the guidance of the research team conducted a four months long observation on the selected schools starting from March 2016 and collected data on the above mentioned areas from the learners, teachers, parents, SMC members, PO, UEO and communities, and from the available documents on different aspects of the schools. Methods of data collection were observation, interview, FGD, survey, field note taking and document analysis. Major findings revealed that PACE activities were rarely practised in the intervened schools. Though teachers received training and perceived it useful could not apply in classrooms because of time constraint and pressure of completing syllabus. Teachers from both types of schools heavily depended on the lecture method. Classes using CAL materials were barely held, and teachers in both sorts of schools hardly used any teaching materials. Teachers’ training and mentoring programmes lost their popularity after adopting cost recovery approach. Gonokendros were not truly functional in the schools because of irregularity and unavailability of the librarians. In case of school management, political influence was observed in both types of schools. Girls and female teachers experienced teasing and harassments. Mixed perceptions among teachers, parents and learners were observed regarding student cabinet election. The study concluded that desired cultural changes did not take place in the intervened schools because of several challenges. Hence, recommended for close monitoring of the PACE activities, accelerating initiatives for enhancing moral values among the teachers and learners, treating student leadership issue seriously and building a gender friendly environment through forming a committee in each school.