The purpose of this research is to analyze the nutrition teachers' experiences in schools. This study was conducted through depth interview with 7 nutrition teachers through an analysis of the qualitative materials which are the data from in-depth interviews, field notes and materials. Data was analyzed using Colaizzi's phenomenological research methods. Overall 95 significant statements, 18 formulated meanings(sub-theme), and 6 theme clusters were deduced. the 6 theme clusters for the nutrition teachers experience in school were 'confusion and conflicts in the identity establishment process', 'opinion about teaching', 'need for standardized text book', 'difficulty on job accomplishment', 'awareness of irrationality of system', and 'effort for empowerment'. Findings from this study can lead us to understand the inner reality of nutrition teachers' experiences and interaction between teachers in the complicated school environment. The results suggesting nutrition education curriculum and standardized text books are needed to teach and enhance nutritional status of the students. Improvement of legal background and making a school inspector of nutrition teacher in the Office of Education Support should be intensified.
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