School wellness policy is a requirement for all public schools within the United States participating in the National School Lunch Program, under the Healthy, Hunger-Free Kids Act of 2010. The legislation provides a set of content requirements for local school districts to use in creating their policy. The legislation recognizes the unique needs of each school, therefore the responsibility for the creation, implementation, measurement, and reporting of the school wellness policy belongs to the local level. Examining a school's implementation of wellness policy through the understanding of how students receive wellness content is an important evaluative tool. All school wellness policies consist of goals for promoting and educating on wellness content. How do we know these goals are being implemented effectively? For schools to know what is working, they must learn more from the views of their intended audience. This study was guided by the following research questions: How do students articulate their perceptions of their understanding of nutrition? How do students articulate their perceptions of their understanding of physical activity? How do students articulate their perceptions of their understanding of wellness? Additionally, the following question was used to further my examination: What are the sources influencing the students' development of nutrition, physical activity, and wellness concepts? The school, located in a diverse, affluent school system in Northern Virginia, has had an adopted county policy since 2006. In general, the policy consists of all required content outlined in the federal legislation. Goals for improving nutrition education and physical activity, promoting health, safety and wellness, and measuring policy implementation, were generally stated within the school system's wellness policy document. This case study examined the students' perceptions of wellness topics, in relationship to the goals of the school wellness policy. Semi-structured interviews were used to gain the student perceptions of their experiences related to wellness. Review of wellness documentation and observations were used in formulating interview questions and identifying codes for data analysis. The findings from this study were consistent with related research, revealing the students were developing their perceptions of their understanding of wellness topics through a variety of ways, both within and outside of the school. Additional findings identified frequent means and sources from which the students were receiving information. Further examination of student perceptions is needed to gain a full perspective of wellness policy implementation at this school. However, as a starting point for the evaluation of this policy at the school level, student perceptions have provided valuable information for targeting areas to begin focus work and continued research. As an administrator and school leader in wellness policy implementation, the findings provided a snapshot of where we were as a school and generated ideas for improvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]