Purpose/Objectives: The purpose of this study was to examine the effect of coordinated in-classroom education and taste-testing activities on fruit and vegetable acceptance in a state-wide sample of third through sixth grade children. Methods: Two taste-testing sessions were a part of six nutrition lessons that were implemented in nine elementary schools in New Jersey. The pre- and post-tasting surveys included seven questions (e.g., ever had the food before, like the food, willing to taste the food, will eat the food again) and were completed by 2,945 children. Chi square and McNemar tests were used to analyze the data. Results: A large proportion of the children (43%) had not tried the foods prior to the taste-testing; this percentage was higher among third graders. Although 33.6% of children reported not liking the food before the tasting, 94% of the children tasted the foods. The percentage of those who reported liking the test-food significantly increased from 55.8% to 65.2% after tasting (p<0.001). Children who were familiar with the foods before the tasting were more likely to accept the foods, but even among those who had not tried or liked the foods before, acceptance increased after the tasting event. Applications to Child Nutrition Professionals: For the potential increase of fruit and vegetable intake in the cafeteria and increased acceptance of new menu items, child nutrition professionals may benefit from including taste-testing activities before adding new items.