There is no doubt that children today have limited food origin awareness. The further we move away from food production practices; the less exposure children have to them. This is especially true for those residing in urban areas. As an answer to this, there have been various programs and pedagogical approaches developed to help raise food origin awareness. This paper looks at one such attempt. I compare the Montessori method teaching stream against a Standard, non-Montessori stream of the same age group in one school in Cairns, Far North Queensland. Children between five and six were asked to draw what came to mind at the word 'food'. The findings suggest that students in the Montessori stream, who use the garden as a learning space for one whole day each school week, drew significantly higher levels of fresh, place-appropriate fruits and vegetables (P, 0.002). Versus the processed, often branded foods that were more frequent in the Standards stream. I dissect how the homogenisation of education in Australia, or the ‘one size fits all approach’, is cooking up a generation of placeless children who fail to recognise the geographical significance of their food. Moreover, the evidence in this research highlights how experiential, place-responsive pedagogies, such as those in the Montessori stream which work in collaboration with the surrounding environment, should be employed when delivering food education in the Australian Curriculum.