Purpose: Teaching about nutrition is a crucial component of high school health education, with the potential to shape students' perceptions about food, weight and bodies and improve health outcomes. Weight-inclusive approaches have demonstrated success in improving body acceptance, decreasing dieting behaviors and anti-fat attitudes and improving health outcomes and may decrease weight-based bullying. However, little is known about nutrition education in high school settings. This study sought to understand how high school health teachers in Vermont are teaching about the connections between nutrition, weight and bodies and what influences their nutrition-focused curricular decisions. The goal is to inform the development of a novel weight-inclusive curriculum for high school health teachers in Vermont and beyond. Design/methodology/approach: This study used case study methodology: qualitative interviews with eight teachers and document analysis of curricular materials. Findings: Findings indicate that weight-normative activities and values dominate curriculum and that multiple levels exert influence on teacher curricular decisions. Findings confirm a need for the development and implementation of a weight-inclusive nutrition curriculum, professional development for health teachers and policy-level interventions as strategies to improve health outcomes. Research limitations/implications: Limitations of the data collection include a small within-case sample size and limited availability of documents to review. However, the triangulation of gathered and publicly available data ultimately supported an in-depth case study. Originality/value: The findings from this study inform future directions for both curriculum and professional development for high school health teachers, which is essential for improving health outcomes, reducing stigma and moving toward justice. This is original work.