["Journal of School Health, Volume 96, Issue 5, May 2026. ", "\nABSTRACT\n\nBackground\nNutrition education in U.S. high schools is traditionally taught from a weight‐centric approach. Emerging evidence suggests the need for alternative curricula that emphasize health behaviors rather than body weight. To address this gap, a weight‐inclusive nutrition (WIN) curriculum was collaboratively developed and implemented with high school health teachers.\n\nMethods\nThis pilot study examined the perspectives of three teachers using a small‐scale qualitative case study approach coupled with researcher‐led participatory action research. Interviews, teacher reflections, and classroom observation were used to triangulate data.\n\nResults\nFindings revealed three overarching themes: challenges are inevitable, opportunities exist, and effective programing requires applicable design, support, and space to unpack embedded views. Eight sub‐themes further illustrated teachers' experiences and perceptions.\n\nImplications for School Health Policy, Practice, and Equity\nResults highlight the need for sustained support systems and policy reform at local, state, and federal levels, as inequities related to food, bodies, and health extend beyond the classroom.\n\nConclusions\nRe‐framing nutrition education using a weight‐inclusive lens is possible; however, long‐term adoption depends on WIN specific support and collaboration within schools.\n"]