Primary school-based healthy and sustainable food education initiatives are gaining momentum in research and practice (1). OzHarvest’s Food Education and Sustainability Training (FEAST) is one such program designed to increase Australian children’s fruit and vegetable intake and reduce their food waste behaviours (2). This study analysed teachers’ experiences with FEAST, including perceptions of program impact on children’s fruit and vegetable consumption and food waste behaviours, and associations with school characteristics (school sector, rurality, size and socio-educational advantage). Year 5 and 6 teachers who implemented FEAST between 2021-2023 were invited to complete a post-implementation survey based on the RE-AIM framework (3). Data were collected about program reach; effectiveness (children’s fruit and vegetable intake, junk food consumption, food waste behaviours); implementation (funding, resources, training, program delivery, development of a class cookbook, barriers); intentions for maintenance; and perceptions about program aspects with most impact. Descriptive statistics were generated and chi-square analyses, one-way analyses of variance (ANOVA), t-tests and pairwise correlations were used to examine associations with school characteristics. Participants were 48 primary school teachers from 44 Australian schools. Most schools were government sector (n=36, 81.8%) and located in a major city (n=25, 56.8%). Schools had an average enrolment of 333.3 (SD±379.8) students and an average socio-educational advantage index of 993.1 (SD±69.9) (national average =1000). The FEAST program reached an average 99.5% (SD±0.02%) of students in participating classes. All teachers reported students wasted less food after participating in FEAST, and food waste was reportedly reduced by 10% (n=16, 35.6%), 20% (n=13, 28.9%) or 5% (n=7, 15.6%). Moreover, 55.5% and 33.3% of teachers agreed students ate more fruit and vegetables and less junk food respectively since completing FEAST. All schools received financial support and FEAST implementation resources (for example, lesson plans). Over three quarters of teachers completed FEAST training (n=37, 77.1%). FEAST was largely implemented as intended, though only 51.1% of teachers created a class cookbook, and this was associated with school-level socio-educational advantage. No other school characteristics were associated with the variables measured. A third of teachers (n=17, 37.8%) reported barriers that impeded FEAST delivery, for example, inadequate physical space and time. Most teachers reported they would (n=39, 88.6%) or maybe would (n=1, 2.3%) continue implementing FEAST in their classroom. Forty-three teachers (89.6%) described aspects of the program that had the greatest impact on students, and these were most commonly food waste activities (n=24) and cooking (n=20). The FEAST program is well received by primary school teachers as an effective mechanism for delivering healthy and sustainable food education. Findings from this study can support ongoing quality improvement of FEAST and other healthy and sustainable food education initiatives around the world to increase their uptake and impact on population and planetary health.