Although Head Start teachers have also expressed being motivated by the idea that children inherently need movement, little has been studied on elementary teacher motivation.50 A key aspect to recruiting teachers to nutrition education efforts and improving their delivery of materials is motivation. These findings can be vigorously reported through the use of direct quotations of the Carrie expressed, “I just wish we had more time to do it.” The topic was rushed due tight schedules and core subject requirements. However, the belief that things exist accompanies our consciousness, so this belief should also be included in the phenomenological study. Many teachers developed enjoyment for nutrition education in part due to their students' excitement and positive attitude toward the topic. As demonstrated in this study, teachers care about nutrition education and have insights that could potentially improve intervention delivery. The conflicted feelings demonstrated in this study have rarely been demonstrated in the current literature, which illustrates a promising area in which health educators can work to reduce confliction and strengthen already existing preferences toward nutrition education. Some qualitative nutrition research with classroom teachers explored specific factors affecting teaching such as barriers, facilitators, or policy, leaving a gap in knowledge of the overall experience of nutrition education.10,11 Other research explored nutrition-related perspectives of a variety of school staff, making classroom teachers' voices less prominent and in depth. Previous findings have supported that adaptation normally occurs and can aid implementation success.42,43 Allowing adaptation can increase teacher willingness to deliver nutrition education by providing them with the flexibility necessary for the classroom environment.10 Outcomes such as improved attitudes toward fruits and vegetables have been demonstrated with this freedom.44 Although fidelity of implementation is important for evaluation and predicted outcomes, adaptation has the potential to improve the educational experience by making material more meaningful for students, targeting students not performing at grade level, and incorporating strategies for different learning styles. These experiences cannot be called purely phenomenological, because a purely phenomenological experience is purely mental. Outcomes were not objectively measured in this study but have been measured elsewhere.24,37 Perception alone is important as a potential key factor in nutrition education commitment and delivery. Translation to Health Education Practice: Health educators should work with classroom teachers at the program design, implementation, and evaluation stages of curriculum development to better address needs and facilitate the delivery of high-quality nutrition education for students. A researcher has to bracket or hold back even the most basic beliefs about the nature. There are quite successful applications of phenomenology to be found elsewhere, applications that can offer substantial theoretical and methodological support to qualitative researchers. Due to nursing’s involvement in examining phenomena within a contextual health care framework, phenomenology is not only conducive to the discovery of information but also the development of nursing knowledge essential to the profession. All interviews were conducted by the first author immediately after each interview and verbatim transcripts were generated. Some teachers believed that 3 weeks with the kit was enough time, because they expressed that their district technically only provides 2 weeks to teach nutrition. As our results indicated, some teachers are uncomfortable or feel they may be overstepping by communicating the topic of nutrition to parents. There were similar numbers of teachers from low-income (60%) and high-income schools (40%). Teachers know what works best for their classrooms, so health educators should also be flexible with the possibility of balancing fidelity with adaptation. Teachers expressed that their roles were meaningful for students' lives, particularly with serving as models for students: They [students] really look to their teacher to model after kind of what they are doing. All teachers voiced that core subjects, such as math and literacy, were “top priority” compared to nutrition because these subjects involve standardized state testing and relate to later life employment. Although teachers expressed that they influenced students, they also felt that they had no control over the home environment and that poor habits at home could undo the efforts that they expended for their students. Now they take it.” (Karen), “It [the curriculum] engages them more. Teachers were observed on their use of the nutrition education materials, incorporation of their own teaching strategies, attitude and demeanor while teaching, strategies to promote nutrition-related knowledge, behavior, self-efficacy, and arrangement of classroom. Such an understanding of an object is also called horizonal understanding. 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