Adolescent girls are at the center of many health development interventions. Based on ethnographic research in rural Malawi, I analyze the design, implementation, and reception of an international non-government organization's project aiming to reduce teenage pregnancies by keeping girls in school. Drawing on Fassin's theorization of culturalism as ideology, I analyze how a tendency to overemphasize culture is inherent to the project's behavior change approach, but is reinforced locally by class-shaped notions of development, and plays out through reinforcing ethnic stereotypes. I argue that culturalism builds upon previous health development initiatives that dichotomized modernity and tradition, and is strengthened by shortterm donor funding. KEYWORDS Malawi; behavioral change; culturalism; harmful cultural practices; teenage pregnancies Currently, adolescent girls are a major target group of global health and development interventions. In line with the interconnected nature of the Sustainable Development Goals, the Global Strategy on Women's, Children's and Adolescents' Health and a Lancet Commission on Adolescent Health and Wellbeing suggest multisectoral policies with a strong link between adolescent (reproductive) health and education, including comprehensive sexuality education (Patton et al. 2016; WHO 2015). The prevailing development discourse depicts girls as the greatest investment for economic development; an empowerment discourse which, according to Hickel (2014:1355), "has become popular because it taps into ideals of individual freedom that are central to the Western liberal tradition." In the case of maternal health, this pairing of health and economic arguments resulted in part from a deliberate rebranding by advocates who felt that the message "saving women's lives" did not resonate with neoliberal or businessoriented donors (Storeng and Behague 2014). The framing of teenage pregnancies is related not only to adverse health outcomes, but also to the interruption of schooling and girls' developmental potential (Patton et al. 2016). In wider development discourse, education, gender equality, human rights, delaying marriage, and reducing fertility are constructed as reciprocal causal aims, characteristic of modern societies, and capable of catalyzing economic development (Thornton, Dorius and Swindle 2015).This particular focus on girls has been criticized for its neoliberal underpinnings. Girls are simultaneously constructed as vulnerable and responsible for development, presented as culturally constrained and sexually oppressed; individual personhood and kinship are overemphasized as drivers of poverty, whereas structural factors at communal, national, and global levels are ignored (Hickel 2014;Shain 2013;Switzer 2013;Switzer, Bent and Endsley 2016). Empirical research shows that "empowered" girls struggle to overcome structural barriers (Hayhurst 2013) and draws attention to the creation of new subjectivities and relationships (Classen 2013). Interventions that appear to be morally neutral and ev...