Good health depends on the having the knowledge to make informed choices concerning one’s sexuality and reproductive behavior. The knowledge, skills, and attitudes necessary to make informed decisions does not come naturally but must be taught. Effective and comprehensive sexuality education can: (1) help adolescents understand their sexuality and reproductive capacities during this period of social and physical development; (2) prepare adolescents to manage their adult sexuality and fertility; and (3) prepare them for adulthood. Lessons learned about sexuality education from the experience of teaching adolescents in Nigeria and Cameroun are shared in this paper. Comprehensive, effective, sexuality education occurs over the entire life cycle and is an essential component of every person’s socialization. The goals of sexuality education include the enhancement of self-esteem and the provision of accurate information about human sexuality and reproduction. In order for sexuality education programs to be effective, three learning domains must be addressed: (1) the affective domain, which encompasses the emotional and attitudinal aspects of sexuality; (2) the behavioral domain, which encompasses the specific behaviors and skills needed to negotiate sexual health safely and responsibly; and (3) the cognitive domain, which encompasses the factual knowledge about human sexuality. A positive approach to the teaching of human sexuality is also critically important when teaching adolescents. Guidelines are offered from the authors’ experiences teaching human sexuality to adolescents in Nigeria and Cameroun. Guidelines include suggestions to divide learners into age groups, treat controversial issues in an open and factual manner, provide written materials as back-up, and implement programs that are sufficiently comprehensive. A section is offered about how to effectively train sexuality educators, followed by a brief discussion about peer education. Finally, the importance of meeting related needs is addressed. Sexuality education tends to generate the demand for other services, particularly personal counseling and health services. Program implementers should be prepared to meet these additional service demands of adolescents during the course of sexuality education. Appendices provide three examples of effective sexuality education programs. Appendix, references