Purpose/Objectives: The Healthy, Hunger-Free Kids Act of 2010 includes pulses as a required component of the school lunch menu standard. Pulses are nutritionally important staple food crops, and include dry beans, dry peas, garbanzo beans, and lentils. This current study examined the short-term effectiveness of a Science, Technology, Engineering, and Mathematics (STEM)-focused school garden-based curriculum on student knowledge and preference for dry beans. Methods: In Spring 2014, a STEM-focused school garden curriculum was developed and implemented in six fourth grade classes in Western Washington (n = 120). A student survey was administered pre- and post-education to evaluate changes in dry bean knowledge and preference. A control group (n = 19) of same aged students was established as a comparison. All matched student survey responses were analyzed using difference-in-difference (DID) estimator. Results: Student survey results indicated the education program had a positive impact on the students' knowledge and preference for dry beans. Following the education program, 38% of students knew that beans are an excellent source of dietary fiber, and 17% reported learning that beans are found in pods of the bean plants. Also, 52% of students reported a positive change in their attitudes toward more dry beans being served in the school cafeteria, and 31% reported eating more beans after the educational program. The increase in knowledge and preference suggests participation in school garden-based education may increase student consumption of pulses when offered as part of a school meal. Application to Child Nutrition Professionals: This school garden curriculum is an engaging and effective strategy to meet Next Generation Science Standards for Grade 4 students and can be a useful tool for increasing preference for and consumption of pulses among elementary students.