Introduction: Nutritional literacy is skills and the degree capacity of privates to obtain, process and understand nutrition information to make good decisions about nutrition. The use of this information and nutritional services leads to health promotion. This study examined the status of nutritional literacy in elementary school teachers in Yasuj and its related factors. Methods: In this Cross-Sectional study, a questionnaire of 35 items belonging to Turkey was used. After translation-retranslation and determine its validity for assessing nutritional literacy, it is used in 110 persons of elementary school teachers in Yasuj. The samples were selected by multistage stratified sampling and questionnaire was completed for them. The data were analyzed by using descriptive and analytical statistics. Findings: The average age of participants was 39.48±3.2. The results showed that the mean score of nutrition literacy for participants was 27.14± 3.2. 22.7 percent of teachers had limited or poor nutrition literacy. Teachers with less work experience and bachelor's and higher degree had more nutritional literacy scores. The least number of correct answers was related skills of food centers determination, computing skills and reading of food labels. Conclusions: Overall, according to the level of nutritional literacy in different parts of the group of teachers, it should be considered the designing of interventions to improve nutrition literacy. Because of its uniqueness in Iran, this questionnaire can be used as needs assessment tool in nutritional interventions in Iranian society.