Many researchers have explored the impact or effectiveness of eating disorder (ED) and obesity (OB) prevention in schools. Few, however, have investigated integrated prevention, and despite recommendations to shift the individual focus of prevention to environmental or systemic change, even fewer researchers have considered the broader situation. In this study, we explored how weight-related issues are negotiated in Canadian schools, and what institutional and social practices influence their construction. Situational analysis (SA) was used to develop a broad picture of the complexities of the situation and the differences or tensions extant. Data such as research literature, participant interviews, and educational curricula/policy documents contributed to a comprehensive understanding of the situation. Mapping processes indicated multiple tensions and highlighted the importance of opening up conversations. Findings emphasized the importance of exploring ways to (a) promote acceptance of all bodies and (b) change policies or practices that contribute to the stigmatization of individuals based on body size.