Obesity is an issue that negatively effects the health and wellbeing of children across the U.S. The problem addressed by this study was the increasing percentage of obesity among elementary students in a southeastern school district. Guided by Bandura's social learning theory, the purpose of this basic qualitative study was to explore the perceptions of elementary teachers about increasing student obesity and the challenges they faced in teaching students about health issues in the local school setting. Ten elementary teachers who had knowledge of nutrition and awareness of the student obesity and overweight issues at the study site participated in semistructured interviews. Data were analyzed using inductive, open coding to identify themes. Six themes emerged: (a) students are overweight and need nutrition instruction, (b) teachers are vital for modeling and empowering students to make healthy choices for lifelong impact, (c) teachers use various strategies to teach students health and nutrition, (d) school influence relates to providing free and healthy choices in the cafeteria, (e) schools need to involve and educate parents regarding nutrition, (f) teachers need resources, specifically for a garden. Findings suggest that teachers and school communities are an integral part of supporting student health and wellness aimed at overcoming childhood obesity. As a result, positive social change can occur by capitalizing on the critical role of the school community in educating students about nutrition through embedding health and wellness concepts into the school day, thereby empowering students with the knowledge and skills they need to lead a healthier lifestyle for a lifetime. [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.]