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This study aims to examine the relationship between Problem-Based Learning (PBL) and the quality of learning in the subject of healthy nutrition from the perspective of elementary school teachers in the Marj Ibn Amer area.This research responds to the increasing need to develop instructional strategies that enhance deep understanding and practical skills among students, especially in life-related subjects such as healthy nutrition, which require both behavioral and cognitive awareness .The study adopted the descriptive correlational method as it is most suitable for examining the relationship between two or more variables in a natural setting without researcher intervention.The study population consisted of all elementary school teachers in public and private schools in the Marj Ibn Amer area.A stratified random sample of (120) male and female teachers was selected, representing different grade levels .A questionnaire was used as the main research instrument, consisting of two dimensions: one measuring the application of Problem-Based Learning, and the other measuring the quality of learning in healthy nutrition.The instrument's validity was verified through expert review, and its reliability was confirmed using Cronbach's Alpha coefficient .