Dietary behaviours are established during adolescence, making this stage important for adopting healthy lifelong food habits. Schools are highly influential on adolescent behaviours making school-based food literacy education a vital avenue for healthy food behaviour development. This mixed methods exploratory study examined how Queensland (Australia) home economics (HEc) teachers delivered food literacy education through the Australian Years 7-10 Design and Technologies Curriculum. It provides insights into the food literacy education strategies respondents used to enhance adolescents' lifelong healthy food behaviours. An online survey gathered data on food literacy concepts, lesson types, pedagogical approaches, and contextualisation strategies. Qualitative data were analysed using Leximancer and quantitative data through SPSS. Respondents (N = 117) reported teaching a wide variety of food literacy concepts, including food skills and behaviours, food and nutrition knowledge, food attitudes, ecological influences on food, and food decisions. Theoretical concepts dominated teaching time (42%). The most frequently (100%) employed teaching strategy was practical cooking skills. Only 9% reported limiting cooking ingredients to healthy foods. A critical focus was not prevalent. Teachers reported contextualising lessons to (in descending order) food types, health and nutrition, multicultural food, and food business. Results confirmed that Australian (Queensland) HEc teachers delivered a food literacy educational nexus by teaching many food literacy aspects to support optimal food education that links theory/knowledge and skill development.