The purpose of this study is to formulate an action control approach for school-based adolescent nutrition education. The study shows how three key procedural frameworks emerge for consideration when developing an approach for nutrition education: the contextual structures, which illuminate appropriate learning experiences and content; the cognitive structures, which illuminate how students can control actions through their cognitive processes; and the academic task structure which identifies teacher and student strategies for learning how to control actions. In the study, the contextual and cognitive structures which underlie food-related behaviours are analysed, and the analyses illuminated with relevant literature. The findings are synthesised to formulate a school- based action control program for adolescent nutrition education. The program aims to facilitate adolescent control over food- related behaviour, such that when students develop intentions toward a particular food habit, they are in a position to realise their intentions.