Place-based learning of a community develops from the collective, experiential learning of many generations and is referred to as Indigenous knowledge systems (IKS) (Stevenson 1996; Ajibade 2003). Africa is rich in indigenous knowledge of edible insects and plants which have bolstered communities in times of food shortage (Hunter et al. 2007). Eighty percent of the world's nations, excluding the United States and most European countries, partake in entomophagy, or the eating of insects (Halloran et al. 2018). Western science has determined in recent years that entomophagy is a protein-rich food choice and might solve future food production challenges for humans (Kenis et al. 2014; Shockley and Dossey 2014; Baiyegunhi et al. 2016; Dzerefos and Witkowski 2016) and for livestock (Wang and Shelomi 2017). The colonization of Africa, Asia, Australia, and the Americas denigrated entomophagy (Allotey and Mpuchane 2003; van Huis et al. 2013; Halloran et al. 2018). In South Africa, the pre-1994 apartheid system perpetuated Eurocentric education and the perception that African traditional practices including entomophagy had no development value. As a result, commercialization of entomophagy in South Africa has lagged relative to Asia (Mitsuhashia 1997; Nonaka 2010; Césard et al. 2015; Payne and Evans 2017). In this study, the authors examined existing South African educational resources on insects and then developed an educational resource using indigenous knowledge of insects as human food for use at the secondary school level.