Consumption of unsafe food can make people sick, leading to an estimated 33 million years of healthy lives lost every year, according to the World Health Organization (WHO). Food becomes unsafe when contaminated with bacteria, viruses, chemicals or parasites. One of the most harmful parasites is the pork tapeworm, called T. solium, which can cause severe headaches, vision impairment and epileptic seizures. Pigs are the carriers of this parasite. While humans could develop the tapeworm through consuming insufficiently cooked infected pork, they could also be unintentional hosts of the early stage of this parasite (development of larvae). The pork tapeworm belongs to the group of neglected tropical diseases, for which the WHO has set the global target to prevent, control, and eliminate these diseases by the year 2030. Practicing good food hygiene, which includes all actions needed to keep food safe, is crucial in preventing infection. People in low- and middle-income countries (LMICs) are most impacted, as their food hygiene, but also water and sanitation are often suboptimal. Educating affected communities on food hygiene is an effective way for disease prevention. To be able to provide adequate and community-tailored education interventions centering on food hygiene, the current local situation of affected communities needs to be understood. Currently, the literature lacks a focus on the application of the photovoice method in LMICs with children as the study population and food hygiene as topic. Therefore, this study attempted to 1) map the views and perceptions concerning food hygiene of Zambian schoolchildren living in rural areas, 2) to investigate the ability of the photovoice method to enable children to record and reflect on their community strengths and concerns on food hygiene, and promote critical dialogue, 3) to explore a potential difference between schoolchildren that were exposed to the health education intervention (from the Gaming4Health project) and children who were not exposed. The participatory method, photovoice, actively involved the participants and used both images and words. Twelve schoolchildren, aged between 12 and 18 years from two public Zambian schools in a rural area, were selected. They were the ones taking the pictures related to good and bad food hygiene in their community and who were empowered to vocalize their own experiences. Afterwards, focus group discussions (FGD) took place where the children were asked to each discuss a picture that they had taken. The statements of the pupils were grouped together in different themes, whereupon a model was based. In addition, observations from the researchers present during these FGD were added to provide additional insights. Findings from the pupils’ photographs, FGD and researchers’ observations shed a light on several focal points used to build the model, which showed a visualization of the interconnectedness of individual behavior, community dynamics and the broader societal context. The children’s focus was mainly on cleanliness, including besides food hygiene also water, sanitation, and hygiene specific practices. Despite the children mainly focusing on the individual level, they were able to identify influencing factors related to disease related beliefs and the (lack of) availability of water and materials. In the end, besides the use of toilets and handwashing, only one food hygiene practice was mentioned that could control the pork tapeworm, which was the washing of fruits. Crucial measures that are easy fixes and low-cost, like thoroughly cooking meat and inspecting meat for signs of disease, were not mentioned. In addition, food hygiene was perceived as less important by the community. This underscores the need for targeted interventions to raise awareness about simple yet effective practices, while at the same time addressing resource limitations. Furthermore, three hurdles were encountered using the photovoice method, including (1) children providing answers they expected the researchers wanted to hear, (2) answering rather briefly and, (3) going out into the field during a specific time during the day, which was different for both schools. Despite this, the pupils were able to capture and reflect on food hygiene practices and health impacts.