Like many other countries where the standard of living is rising, the Sultanate of Oman is facing a potentially serious increase in what are now termed ‘lifestyle’ diseases. The lifestyle factors that contribute to those diseases are poor diet and limited exercise. A school gardening project being implemented in Oman is intended to improve educational outcomes across the curriculum in the short term, but also dietary outcomes in the longer term. If successful, the project will be expanded to a much larger number of schools in Oman. In a country that imports much of its fruit and vegetables, there are also potential, long-term economic benefits in encouraging the local production of these food items. The project was funded by the Research Council. In this area, a study entitled “Establishing and researching school gardens in Oman as a resource for improving education and health outcomes” was conducted by Dr. Abdullah Ambusaidi – College of Education. It reports on the conceptualization of a project designed to introduce school gardens to the Sultanate of Oman and research the efficacy of these gardens as teaching and learning resources across the curriculum. While the project is still in its infancy, the goal of this article is to inform readers of its significance, aims, intended outcomes and overall design. The project is a preliminary study for using school gardens as a teaching and learning resource in Oman. Schools in three geographical regions are being used in the study, which include Muscat, Batinah, and Wadi Al-Waael. Six schools were selected from Basic Education Schools of grades 1-10, with two schools of grades 1-4 (these are mixed gender; or coeducational) and four schools of grades 5-10 (two male and two female.). The schools were chosen based on their willingness to participate in the project and the presence of a teacher willing to oversee the management of the garden, preferably someone with some expertise in gardening. Activities were largely linked to science, health and environmental education and where appropriate to life skills, including how best to prepare the garden produce when cooking and preserving it. These were written to cover grades 5 –10. Students and teachers used the garden to study its ecology and learn about pests and beneficial organisms, nutrient cycling, soil composition and general plant husbandry. There is considerable scope for linking school garden activities to the formal curriculum in Oman, predominantly the science curriculum, which also encompasses key aspects of environmental and health education. For example, in Grade 6, the Life Skills curriculum covers ‘Teenage Health’ including nutrition, while in Grade 5 the Science curriculum explores ‘Human Body Systems’ including the digestive system. The paper has outlined the conceptualization of the project in Oman and it is hoped that the information provided will benefit other educators and education systems interested in pursuing similar initiatives.