Purpose: The purpose of the study was to investigate the educators' perceptions of school breakfast in order to create a basis for future evaluation. Method: A meaningful selection was made where information-rich people were contacted with the request for an interview. The study used an inductive perspective in order to describe the educators’ perceptions of school breakfast and its effects. Six semi- structured interviews were conducted with educators at a school where school breakfast is served. Using a conventional content analysis, the manifest meaning was developed. Result: The study's results showed an overall positive attitude of school breakfast where the educators conveyed positive effects on the students. Conclusion: School breakfast is an input that can facilitate the work that is expected to be executed at the school by both students and educators. It contributes to a calmer environment in the classrooms where students more easily can focus on their schoolwork. But, in order to make the conditions as good as possible, collaboration should be prioritized in the process of implementation. School breakfast is a multi-facetted input that has the potential to contribute to positive effect in multiple ways depending on the need. For some students it becomes a way to interact and expand their social capital. At the same time, it can contribute so that other students more easily can focus in class, due to the environment being calmer.