This research article investigates the impact of school feeding programs in schools on education uality in Zambia. A case study of two primary schools were sampled with all class teachers from Grades 1 to 7 as participants. It also included one administrator from the respective schools and one representative from the organisation funding the program. The research article draws from a rights based understanding of quality education and the conceptualization of educational quality from the social justice perspective. A mixed method approach was used to carry out the study. The findings showed that school feeding initiative does positively influence leaner behavior but it has less impact on quality education. The article concludes by proposing that more sustainable locally based solutions should be explored and adopted while the school feeding model propelled by donor aids should be redesigned to promote quality education rather than its current restricted role. This is because of the persistent question of donor aid sustainability as experienced from the previous interventions. Crucially important is government's role in meeting the education quality indicators which still remain a huge challenge and undermines its ability to achieving the SDGs 2030.