Despite the many health bene fi ts of fruits and vegetables (FV), less than 25 % of European schoolchildren consume the recommended daily servings of these foods (1) . Globally, many dietary interventions have been introduced in primary schools, though the results have been mixed (2) . In Ireland, the Food Dudes Healthy Eating Programme (FDHEP) is a dietary intervention that aims to increase sus-tained FV consumption by primary school children. While teachers are often responsible for implementing dietary interventions in schools (3) , no studies have researched the effect of teacher attitude on the success of these interventions. The primary aim of the cur-rent study is to evaluate the impact of teacher attitude toward the FDHEP on the success of increasing FV consumption by Irish primary school students. Two non-random blocks of primary schools were chosen for this study: Senior pupils (aged 8 – 12) from 13 schools participated in an 8-day intervention, while Junior pupils (aged 4 – 8) from 31 schools participated in a 16-day intervention. On each of the intervention days, students received small portions of FV and were encouraged to eat the foods by receiving prizes. To determine the portions of FV consumed, photos of students ’ lunchboxes before and after lunch were taken by research assistants on pre- and post-intervention evaluation days. Additionally, teachers completed two surveys assessing the proportion of students that consumed FV before and after the FDHEP, as well as their attitude toward certain aspects of the intervention. To determine the effect of teacher attitude on consumption, univariate logistic regressions were analysed for fruits and vegetables separately. After completion of the programme, both consumption of vegetable portions and the proportion of students who consumed at least one portion of FV each day increased among Senior pupils (p < 0 · 05). Junior pupils showed similar results, while also increasing fruit consumption (p < 0 · 05). We found that teachers reporting a positive attitude toward certain aspects of the intervention have increased odds of intervention success (Table 1).