This chapter discusses how food literacy, an educational paradigm emerging mostly in the second decade of the twenty-first century, is becoming increasingly important, relevant, and necessary in contemporary times. One of the major highlights of this chapter lies in its nuanced engagement with spatial differences and in deliberating over the ways in which spatial distinctions inform the educational qualities of food literacy. By dedicating a complete section to the ways in which food literacy is imparted within various contexts of the Global North, this chapter provides a thorough understanding of how spatial differences emerging from social, political, and cultural qualities of a place inform their educational practices. Beyond a homogenous understanding of literacy relevant to food that emerges from a scientific framework of knowledge construction and objectivity grounded in the purchasing power of individuals understood through economic models, this chapter is adept at locating the diverse ways in which various countries in the Global North perceive and implement food literacy in education.