Overall, this study synthesises the outcomes of and multi-sectoral returns from school feeding in AU member states. It relies on both secondary sources, as part of a structured desk review, and primary data, as qualitative research to construct a high-level landscaping of the state of school feeding in the AU. The study then takes the evidence and best practices revealed by the desk review and primary research to develop a conceptual framework for sustainable school feeding that operates from a systems approach, and to generate entry point recommendations. These operational outputs present broad indicators progressing towards more nationally owned, integrated and sustainable school feeding programmes. This study consists of three chapters: (1) An overview of school feeding in Africa, its sectoral (education and learning, health and nutrition, and agricultural and economic development) evidence base and programmes’ design and implementation features that contribute to sectoral impacts; (2) A conceptual framework, linking school feeding to continental and international development agendas, including Agenda 2063, the SDGs and CESA 16-25; and (3) A set of seven core entry point recommendations for AU member states, translating into a series of indicators and outputs connected to each recommendation what school feeding policymakers could consider to successfully reach scale and contribute to their country’s development.