Food-based learning (FBL) in the classroom has been theorized as an effective method for improving children's eating behaviors through positive exposures to healthy foods. However, few studies have explored preschool teachers' resources and training needs specific to hands-on FBL in the classroom. Examine North Carolina (NC) Head Start (HS) teachers' FBL needs, assets, and current resources to inform the development of teacher training resources. In September 2020-March 2021, a cross-sectional convenience sample of NC HS teachers across all three regions of North Carolina were recruited to participate in an online survey to assess teachers' FBL needs, assets and current resources. Demographic information and quantitative survey data were analyzed using basic descriptive statistics. Survey respondents (n = 168) were predominantly female (92.3%), White (60.7%) or Black/African American (48.8%), and an average age of 43 years (SD 11.46). 63% of teachers reported using FBL in their classroom regularly (2-4/week) to very often (daily). Many reported they had access to additional staff to help with hands-on activities using food (67%), a refrigerator to store perishable items (68.3%), and funds to support purchasing resources (62.1%). However, teachers most frequently reported "funds" to purchase perishable items as the most significant challenge to FBL. Teachers reported they received training on how to implement FBL by attending a workshop or training session (41.1%) or through collaboration with other teachers (43.5%). Conversely, 23.8% reported they received no training. A lack of expertise to provide age-appropriate education while using FBL (82.1%) and limited knowledge on how to integrate FBL into other learning domains (85.1%) were reported as significant barriers. HS teachers utilize FBL as a teaching method in their classroom, and most appear to have adequate materials resources. However, funding to purchase non-perishable items and training focused on age-appropriate methods and integrating FBL into other learning domains may be needed to support future effective implementation. NIH [ABSTRACT FROM AUTHOR]