According to science, food allergy is a growing health problem. In home- and consumer studies (HCS), food and meals are central parts. According to the Education Act, teachers must be given professional development to create a safe environment for students.   The purpose of this study was to examine how teachers in home economics and consumer studies experienced the conditions for teaching students with food allergies. The focus was on the classroom, routines, allocated budget, and professional development.   Qualitative method was used. Nine qualified home economics teachers were interviewed based on a semi-structured question guide. The interviews were transcribed and analyzed with a qualitative content analysis.   The results showed that the classroom and the economic conditions limited the teaching. The teachers felt confident in their current knowledge but were positive about continuing education. Routine improvements regarding information management and action plan are desired.     The study showed that the classroom was important for the teaching and that the few students with food allergies did not affect the budget in general. Routines around these students should be reconsidered. Basic education needs to be strengthened and teachers need to be given the opportunity for further training.