The purpose of this grounded qualitative study was to research elementary school leaders' and classroom teachers' beliefs regarding nutrition instruction and students' healthy diet through digital learning within the New York State regional area. The study was guided by Schein's (2017) Theoretical Framework of Organizational Culture. Schein's (2017) theory, centers on three levels of culture: artifacts are processes and structures that can be seen but challenging to decode for their meaning; espoused beliefs of a groups values and ideologies that may or may not align with the seen artifacts; and finally, the basic underlying assumptions where values and beliefs have successfully been implemented into the group, implicit and no longer thought about why they are being done, they are just done naturally (p.18). The four research questions explored specific components of nutrition instruction and the alignment to believing that nutrition instruction and students' healthy eating can be instrumental in its success. The methodology for this research consisted of Creswell and Creswell's (2018) qualitative research process to analyze and identify findings. The data collection and analysis focused on nine elementary school leaders' and ten classroom teachers' interviews. The findings revealed that although elementary school leaders' and classroom teachers understand and know the importance of nutrition instruction and student healthy eating, implementation is very limited among elementary classrooms. Findings also revealed the belief that family and culture influenced students daily eating habits and daily classroom exposure was crucial to nutrition instruction. Additionally, findings included the importance of developing nutrition instructional best practices that allowed the inclusion of students' culture, and strategies to integrate nutrition instruction into core content curriculum and daily practices. Furthermore, the researcher found that digital learning components were a valued part of instruction and consisted of student engagement and teacher creativity. Specific challenges inhibited successful implementation of nutrition instruction and called for administrative and district support, resources, nutrition training and professional development. The last finding entailed utilizing outside nutrition experts, in addition to involving parents, families, and surrounding community organizations for cultural nutrition connections. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]