School-based food and nutrition education (FNE) can equip students with the knowledge and practical skills required to select and prepare nourishing foods, supporting lifelong health and wellbeing.1 Despite strong support from educators2,3 and parents,4 FNE is often inconsistently delivered across Australian primary schools.3 Clear identification of food and nutrition topics may support more consistent FNE delivery. This study aimed to (i) identify food and nutrition topics for inclusion in the Australian primary school curriculum; (ii) determine how these topics align with curriculum learning areas and year levels; and (iii) explore teachers' perceptions of effective approaches to FNE delivery. An online cross-sectional survey of Australian primary school teachers is being conducted. Quantitative and qualitative data are being collected through multiple-choice, Likert-scale, ranking, and open-ended questions. Participants are rating the importance of 19 knowledge-based and 19 skill-based food and nutrition topics on a 3-point scale (moderately important and very important = important), identifying curriculum learning areas and year levels for inclusion, and providing perspectives on implementation approaches. A minimum sample size of 360 participants was established using the STATA sample size calculator. Recruitment occurs through targeted social media advertising, professional associations, social media groups, and an external survey panel provider. To date, 39 teachers from seven Australian states and territories have participated. Participants represented government (n = 29), Catholic (n = 7), and independent schools (n = 3), with teaching experience ranging from 0.5 to 35 years (mean = 15 years). All Knowledge-based topics except two (‘calories/kilojoules’ and ‘body image and weight’) were rated as important by > 50% of teachers. ‘Where food comes from’ and ‘food waste’ received the highest importance ratings (both 100%), followed by ‘food as fuel and nourishment’, ‘food safety’, ‘cultural and religious food practices and traditions’, and ‘First Nations food culture’ (all 97.5%). All skill-based topics were rated as important by > 50% of teachers. ‘Identifying myths and misconceptions’ and ‘growing and harvesting’ received the highest ratings (both 95%). Most knowledge-based topics were considered suitable across all year levels (P-6), whereas skill-based topics were more frequently linked to Grades 5-6. The most preferred delivery method for knowledge-based topics was ‘embedding into the curriculum ’, whereas, for skill-based topics, 'embedding into the curriculum’ and ‘taught as a separate subject’ were equally most preferred. Preliminary findings indicate strong teacher support for the inclusion of a broad range of food and nutrition topics within the Australian primary school curriculum. The identified priorities, curriculum alignments, and implementation preferences provide a foundation for developing a structured scope and sequence (what is taught and when) to support consistent and equitable FNE across Australian primary schools.