Background: Elementary teachers have the potential to influence children's eating habits. This study examined teacher views and practices regarding nutrition education. Methods: An online survey was administered to K-6 teachers (N = 628) in 55 public elementary schools in a large city in the western United States. Three indices were created based on responses. Indices included: (1) attitudes and beliefs about nutrition education; (2) self-efficacy regarding nutrition education; and (3) personal health behaviors. Relationships between indices, classroom practices, and teacher characteristics were tested. Teacher comments were categorized into themes. Results: Most teachers agreed they can make a difference in the eating behaviors of their students (68%). Correlations between hours of nutrition taught and teachers' attitudes and beliefs (r = 0.37, p < 0.01), nutrition self-efficacy (r = 0.38, p < 0.01), and personal health practices (r = 0.15, p < 0.01) were weak, yet statistically significant. Number of years teaching was inversely related to frequency of food rewards (r = -119, p < 0.01). Few teachers (21%) agreed they have support to teach nutrition in the classroom. Conclusion: Teachers understand the importance of nutrition education but provision is limited by competing demands. Teachers suggest tailored nutrition materials, qualified nutrition personnel, and school stakeholder support to promote nutrition education.