Objective: To explore Australian experts' views regarding strengths and gaps in school-leavers' knowledge of nutrition and food systems ( N & FS) and factors that influence that knowledge. Method: Semi-structured interviews were conducted with 21 highly experienced food-related experts in Australia. Qualitative data were analysed thematically using Attride-Stirling's thematic network framework. Results: Two global themes and several organising themes were identified. The first global theme, 'structural curriculum-based problems', emerged from three organising themes of: inconsistencies in provided food education programs at schools in Australia; insufficient coverage of food-related skills and food systems topics in school curricula; and the lack of trained school teachers. The second global theme, 'insufficient levels of school-leavers knowledge of N & FS ', was generated from four organising themes, which together described Australian school-leavers' poor knowledge of N & FS more broadly and knowledge translation problem for everyday practices. Conclusion: Study findings identified key problems relating to current school-based N & FS education programs in Australia and reported knowledge gaps in relation to N & FS among Australian school-leavers. Implications: These findings provide important guidance for N & FS curriculum development, to clearly articulate broadly-based N & FS knowledge acquisition in curriculum policy and education documents for Australian schools.