Farm to school (FTS) is a popular educational movement in the U.S. that engages students in experiential learning activities such as taste tests of local produce, food and garden-based education, and related activities connected to K-12 curriculum. FTS has been shown to have positive program outcomes such as modestly improving childhood nutrition (Berezowitz et al. 2015) and fostering environmental stewardship (Blair 2009). FTS has also been critiqued as ultimately not addressing the underlying causes of food insecurity (Allen and Guthman 2006). This thesis aims to strike middle ground between the celebration and social critique of FTS through ethnographic research that examines an FTS program at Hickory Middle School. This research characterizes how FTS 1) contributes to a collaborative learning environment and collective responsibility; 2) affects how students think about healthy eating; and 3) influences how students think about the three pillars of sustainability.