With many children lacking the essential skills required to make informed decisions surrounding food,(1) and increased concerns involving children’s eating habits, school-based food and nutrition education (FNE) presents a powerful opportunity to foster lifelong healthy eating behaviours.(2) Although parents(3) and teachers(4,5) agree that school-based FNE is important, the level and frequency of implementation in the classroom is inadequate and inconsistent. Integrating food and nutrition (F&N) content across learning areas through a cross-curricular approach is an effective and engaging teaching method, with minimal impact on teachers’ planning time and competing priorities.(5) Furthermore, establishing clear progressions across year levels would ensure that all students benefit from consistent, high-quality FNE.(5) This study explored interest-holders’ views on the F&N topics that should be integrated into the Australian primary school curriculum. Qualitative data was collected through one-on-one semi-structured interviews via Zoom, with audio/video recording and transcription. Interest-holders were purposefully recruited for their expertise in school F&N, or their roles within relevant educational or F&N-focused organisations. An exploratory constructivist paradigm was employed to examine interest-holders’ perceptions of the knowledge and skills children should develop through school-based FNE. A combination of content and thematic analysis is currently underway. Specific and recurring patterns surrounding F&N topics that should be included in the curriculum and content that should be avoided were identified using content analysis. This approach to data analysis was used to generate targeted insights for the development of a subsequent online survey. Thematic analysis will be used to interpret underlying meanings and broader conceptual insights surrounding the perceived importance of F&N topics, perceived challenges and facilitators associated with content delivery, and suggested tools for topic prioritisation and curriculum mapping. Twenty-three interest-holders from a variety of key organisations were interviewed. Through content analysis, 28 F&N topics were identified and condensed into 13 broader topics based on similarities. Two categories were developed to organise the topics: i) knowledge and understanding; and ii) skill development. Four concepts and approaches related to F&N content delivery (e.g., whole-school approach) and four values surrounding FNE (e.g., habit formation) were also identified. Interest-holders suggested specific concepts that should not be included in the curriculum as teachable content (e.g. chronic diseases); however, several perceived that teachers should be prepared to address complex topics if raised by students. Many topics were considered important for children’s F&N knowledge and skill development. However, interest-holders also emphasised the importance of integrating core values and attitudes into content delivery and highlighted the significance of employing targeted strategies and approaches to enhance the implementation of school-based FNE. Study findings will inform the co-design of a sequential P–6 scope and sequence with Victorian primary school teachers, integrating key F&N topics, cross-curricular links, and developmental scaffolding.