The goal of this study was to examine the role of primary school teachers in guiding their children to eat breakfast and the variations between them based on specific characteristics (gender, school type, teachers' qualifications, and specialty) in Tabuk City. A series of interviews were organized and conducted with representatives of students from primary schools in Tabuk. Open-ended questions were posed about the food habits and the usual ingredients for breakfast meals. After compiling and analysing the data from students, a constructing survey was administered to 570 teachers to collect data about their role in encouraging their students' nutritional habits in Tabuk primary schools. The community consisted of governmental and private schools in Tabuk City (70 governmental schools and 12 private schools). Participation in the study was voluntary. The results showed that teachers encourage students to eat breakfast before coming to school and explain to them the importance of having breakfast early. There were no statistically significant differences between the roles of male and female teachers in guiding their students to have breakfast in general (prior to school, at school). There are statistically significant differences in teachers' role in guiding their students to have breakfast meals in general (prior to school / at school) according to school type. This study stated that most students in Tabuk primary schools, (80.4%) eat breakfast meals. The most increased components consumed for breakfast are milk, egg, and bread while the least components are legumes and fruits. The study provided a deep understanding of the teachers' role on students' nutritional behaviours'. The findings highlighted the positive impact of teachers on encouraging their students' nutritional habits in Tabuk primary schools.