Experiential learning is a well-established pedagogical method that not only results in increased student engagement and motivation to participate in learning but also strengthens learners’ capacity to translate learned knowledge into practical application (Kong, Front Psychol 12:771272. https://doi.org/10.3389/fpsyg.2021.771272, 2021). In the realm of nutrition education and knowledge acquisition, this principle holds true across populations, age groups, settings, and levels of education. Hands-on training in culinary skills is accessible to diverse audiences and leads to improved nutrition knowledge, self-efficacy, and behavior change (Alpaugh et al., Nutrients 12:3669. https://doi.org/10.3390/nu12123669, 2020; Butcher et al., Health Promot J Austr 32:5–16. https://doi.org/10.1002/hpja.414, 2021). This chapter will examine the landscape of hands-on nutrition education in contexts including healthcare education and delivery, schools, and community settings. Though there is a growing interest in hands-on nutrition education in these contexts, the authors would like to assert that hands-on education about food and nutrition is valuable for anyone in any environment. The need for food skills is universal and goes far beyond the goal of building nutritional knowledge; all humans have to feed themselves, and often others, at various points across the lifespan and in a range of environments. Finally, the chapter will conclude with a brief discussion of trends such as Food is Medicine, Teaching Kitchens and a collection of resources which pertain to this area of Public Health Nutrition.