I teach a diversity of student backgrounds, including many non-agriculture majors studying development theory. As a way of reinforcing the multitude of concepts associated with growing and utilizing crops, I have developed a school lunch program project. The students choose a remote village in a tropical area, typically with 200-300 children attending primary school (grades K-6). The students research the typical foods and dishes and develop 5 different meals (lunches) for a standard school week. These must provide ½ of the total caloric intact for each child and include at least 2 animal-based proteins. The students are then tasked with developing a farming operation to provide all of the food, including preparation, for the meals. This operation must fit within the parameters of the village, so temperature, rainfall, irrigation potential, soil factors, etc. must be taken into account. They are grouped into 4 teams – crops, livestock, infrastructure, and impact assessment and education. While each team works independently to develop their portion, they must interact with the other teams for details. For example, eggs are a common choice, so the livestock team has to determine the number chickens needed. However, they must also determine the feed/day and the components to make the feed. The crops team must grow the corn, soybean, etc. to make the feed, and the infrastructure team needs to determine storage, grinding and processing to make the feed ration. The assessment team develops baseline assessments of student health and cognitive performance, and metrics to measure success of the program. The educational component develops coursework associated with the teams, where the students are participants in the farming operation. We work on this project throughout the semester, pulling from concepts taught in the course and the teams present their operation at the end of the semester.