This study was a qualitative exploratory investigation into the use of gardening as a teaching tool in schools. In addition to educational motivations, school gardening is being driven by public health concerns about rising rates of obesity and diabetes in children; the local food movement and sustainable agriculture; increased interest in children's environmental awareness; and social and community development. This inductive research followed a non-linear path, utilizing grounded theory. Data from a focused literature review, a school garden web scan, School Garden Network profiles, school garden guides and manuals, photographs and key informant interviews were analysed using Nvivo software. Analysis of the data led to design guidelines such as: employing timed irrigation systems, bed designs that aid in group instruction, and consideration of the community beyond the school staff and students. These guidelines will aid schools, stakeholders and landscape architects in improving existing school gardens and the design of future successful, multifunctional, inclusive, and educational food landscapes.