This study aims to contribute to the understanding of food for health as educational content in Home and Consumer Studies (HCS), specifically targeting three educational functions: (i) qualification, (ii) socialization, and (iii) subjectification. Data came from a comprehensive case study, where one school class and two HCS teachers were followed during one school year. Fourteen classroom observations and eight teacher interviews were included. It is shown how qualification functions comprise nutrition knowledge and cooking skills, how socialization functions entail, e.g., dichotomous values of food as "good" or "bad," and how conscious consumers who take personal responsibility for themselves and the environment become promoted subjects. Taken together, the results illustrate how educational content can have consequences beyond those intended. Based on the results, an argument is made about the relevance for HCS teachers to critically reflect on their teaching and its potential educational consequences.