Purpose/Objectives: Schools are being challenged to provide physical activity and nutrition education to students, and one way to do so is through the utilization of school gardens. The purpose of this study was to determine perceived benefits and barriers of implementing school gardens. Methods: A total of 896 principals employed by Mississippi public schools were invited to complete an electronic survey. Three versions of the survey were available for those with school gardens, those without but wanting a garden, and those with no garden and no desire to have a garden. Results: A total of 178 usable responses were received. The majority of survey respondents were school principals (n = 144) from elementary schools (n = 87) in rural communities (n = 112). Responses indicated that 51 schools had a school garden, while 127 schools did not have one. At schools with gardens, the most frequent perceived benefits for children included increased environmental attitudes (56.9%) and improved attitudes toward school (45.1%). Perceived barriers that may prevent schools from developing school gardens included time constraints (62.7%), lack of funding (60.8%), and lack of gardening supplies (43.1%). Applications to Child Nutrition Professionals: Before implementing a school garden, it is important to understand the benefits and barriers that are involved. Child nutrition professionals interested in school gardens can use this information to plan for effective resource utilization and marketing.