<![CDATA[This study examined how a populist-designed national school feeding program is translated into practice through complex bureaucratic structures and street-level governance processes. Using a qualitative case study approach, data were collected through in-depth interviews, observations, and document analysis within a specific school setting. This study applied street-level bureaucracy theory to explain how frontline actors mediate between formal policy mandates and situational realities. The findings indicated that performance-driven administrative pressures and fragmented inter-organizational coordination shift operational burdened onto schools, expanding the scope of discretion for teachers and school administrators. Frontline actors employed coping practices such as procedural simplification and task prioritization to maintain service delivery under constraints. While these adaptive mechanisms stabilized implementation in the short term, they also reshaped the substance of policies and contribute to variations in service quality, food safety risks, and disruptions to educational processes. This study demonstrated that implementation outcomes are co-produced through the interaction of structural conditions, professional norms, and local judgments. Theoretically, this study incorporates street-level discretion, governance fragmentation, and populist policy formulation into a mediated governance framework. While in practically sense, this study emphasizes the necessity of coordinating policy goals with institutional support for frontline actors, qualitative safeguards, and coordination ability.]]>
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