Nutrition education is a fundamental concept of developing long lasting practice of healthy eating and physical activity that should ideally begin from the starting stages of life. The objective of the study was to develop a social learning theory (SLT)-based nutrition intervention program for secondary school students for better consumption of all food groups and to develop self-efficacy for healthy eating among the ninth-grade students. A quasi experimental study (pretest-posttest) without a control group was carried out among 45 students of ninth grade at public school. The intervention phase included nutrition education lessons for 6 weeks, which comprised of workshops and class activities to enhance their cognitive skills. The study showed statistically significant changes in attitude, self-efficacy and knowledge. Mean scores of the post intervention in social and environmental factors showed mean differenceof 3.53 with the gain score of 1.00. The behavioral factors’ mean difference was 19.52 with the gain score of 3.02, self-efficacy mean difference was 3.54 with gain score of 0.49, while cognitive factors showed the mean difference of 3.48 with the gain score of 1.86. Hence, it is essential to highlight the importance of school education in nutrition is extremely effective in the prevention of several nutrition-related health problems such as malnutrition or obesity. Thus, it can be concluded thatSocial Learning Theory for nutrition education is an effective approach that should be promoted and encouraged in schools.