The Covid-19 pandemic has punched the education system throughout the world, causing learning institutions to close and learners were caught off guard. The unprecedented closure of schools has created some learning gaps in the curriculum which needs to be bridged. This study came up with a Post-Crisis Pathway Bridge which had six stages which are: (1). Behavioral/Classroom diagnostic assessment (2). Identifying the last point of success, (3). Motivation and flexible conducive environment (4). Accelerated remedial learning (5). Stakeholder engagement & Online learning (6) Monitoring and Evaluation. The study had noted that behavior matters most to enhance success of learners. This Post-Crisis Pathway Bridge had been informed by the Performance Lag Address Programme (PLAP) on which the learning gap had been caused by the 2008 political violence and serious economic challenges. The aim of this study was to empower and examine how to bridge the learning gap created during the unprecedented times of COVID-19 lockdown in Zimbabwe.  This study is based on secondary research using electronic databases, grey literature, reference harvesting and discourse analysis, with weighted critical balanced viewed on the most suitable way forward. The study revealed that the Post-Crisis Pathway Bridge is the best intervention strategy which can be used in developing countries such as Zimbabwe to close the learning gap among the learners. Education is a key social investment which needs to be prioritized through funding so as to make sure all resources are available in order to boost the morale of learners and facilitators. The Post Crisis Pathway Bridge is relevant to close the learning gap of learners in primary and secondary schools. This intervention is not feasible to tertiary levels.