Background <p>Experiential learning about food, nutrition and sustainability (FNS) at school promotes population health and environmental sustainability. Little is known about actual practices in school-based experiential FNS education, outside of time-limited interventions. This study aimed to address this gap by analysing current approaches to experiential FNS education at school, including the presence and use of school food gardens, food waste management systems and kitchens/cooking facilities.</p> Methods <p>A cross-sectional survey of Australian primary school teachers (August 2022-October 2023) collected quantitative and qualitative data about (i) teacher perceptions about experiential FNS education; (ii) presence of food gardens, food waste management systems and kitchens/cooking facilities; and (iii) how school-based infrastructure is used for experiential FNS education. Statistical analyses including simple and adjusted logistic regression models were conducted using STATA. Content analysis was conducted using NVivo 15.</p> Results <p>Participants were 413 Australian primary school teachers. Teachers agreed schools should have infrastructure such as food waste management systems (87.2%), cooking facilities (84.5%) and food gardens (82.3%) available for experiential FNS education. Most teachers reported their school had a food garden (76.0%), cooking facilities (58.6%) and a food waste management system (56.2%), though there was variability in the actual use of each type of infrastructure for experiential education. Food waste management systems were used most commonly for educational purposes. Each type of infrastructure was used to teach about a variety of topics related to nutrition, sustainability and cross-curricular learning. Teachers described a range of factors influencing their use of infrastructure for experiential FNS education , including access to adequate, fit-for-purpose and safe physical space; funding, time, staffing and workload; and leadership and prioritisation.</p> Conclusions <p>Consolidating the use of food gardens, food waste management systems and kitchens/cooking facilities for experiential education in primary schools is an important next step for research, policy and practice. This includes addressing challenges regarding physical space, time and resourcing, and leadership support, to prioritise experiential FNS education in the school curriculum. Leveraging primary school-based infrastructure for educational purposes can support children to establish healthy and sustainable food practices, and promote the health of people and the planet now and into the future.</p>