The Carl D. Perkins Career Technical Improvement Act of 2006 encourages integration of academic instruction to improve student learning, impact employment skills of students, and enhance problem-solving skills by using authentic real-world situations. Academic integration is accomplished by integrating concepts of English, math, science, technology, etc., into career and technical education (CTE) course content, or by two teachers from different content areas collaborating to align and team-teach course standards. This article describes a project that provided an opportunity for educators in Greenhouse Management, Nutrition and Foods, and Family and Consumer Sciences (FACS) to align course standards and curriculum while collaborating on plans to address the problem of obesity in the local school and community. With the help of a hydroponic garden, university researchers collaborated with CTE teachers and students attending a rural, southern high school to highlight obesity, cultivate an appreciation for fruits and vegetables, and align the project with curriculum standards.