Introduction: Food poses a significant and complex sustainability challenge. As food-literate children are critical to Sustainable Development Goal (SDG) achievement, this study explored Queensland (Australia) home economics teacher perspectives of school leaders' privileging, or otherwise, of home economics food literacy education. Method: A fixed convergent mixed methods study utilising an online survey collecting Likert scale and free text responses was implemented in February-March 2021. The study participants included N = 69 Queensland Home Economics teachers. Inductive thematic analysis using Leximancer software and statistical analysis with SPSS was undertaken, followed by integrated data interpretation. Findings: Home economics food literacy education was not privileged by all school leadership teams in Queensland (Australia). Respondents rated heads of department as placing a higher status or priority on home economics food literacy education than Administration (p < .001, d = .747). Respondents reported challenges, including inadequate timetabling, planning time, resources, budgets, support, and subject value and priority, alongside unqualified leaders, which limit the effectiveness of food literacy programs. Conclusion: To empower children to address food-related sustainability challenges and achieve SDG 4: Quality Education, transformative leadership actions in the areas of education, support, planning and proactive culture are critical to privilege home economics food literacy education.