This study provides an integrative analysis of the implementation, acceptability, and operational dynamics of Ecuador's School Feeding Program in rural Andean contexts. By examining key stakeholders' perspectives, it offers evidence-based insights into the structural and nutritional challenges of school meal provision. To explore the perceptions, experiences, and barriers related to school breakfast served in public schools among children and teachers in rural Andean communities in the province of Chimborazo, Ecuador, an exploratory qualitative study was conducted based on in-depth, semi-structured interviews with students and teachers involved in the Umiña Project. Data were analysed inductively using thematic analysis until data saturation was reached, and the findings were subsequently organized according to a SWOT (Strengths, Weaknesses, Opportunities, and Threats) framework, with inter-rater reliability showing high agreement (Kappa = 0.89). A total of thirty-two students and ten teachers participated in the study. The findings revealed significant weaknesses associated with the low sensory acceptability of the products distributed by the state program, which were frequently described by students as having a monotonous taste, unpleasant texture, or unattractive appearance. Conversely, among the strengths, teachers highlighted the logistical continuity of the government program, the universal coverage of the rations, and the institutional organization for their daily distribution. Ultimately, Ecuador's School Feeding Program demonstrates adequate coverage and operational continuity; however, its nutritional impact remains limited by the low sensory acceptability of the food, the limited cultural relevance of the menus, and a food environment characterized by the widespread availability of ultra-processed products.