Sexual history-taking is a basic medical skill that is traditionally taught poorly in medical school. Practising medical professionals have frequently reported feeling inadequately trained at taking these histories or discussing sexual risk. In order to promote and enhance the learning of this basic skill, those who teach sexual history-taking need to understand how it is that learners learn to take sexual histories and, crucially, the barriers that stand in the way of this being effectively done. This paper is therefore firstly concerned with identifying the barriers that health professionals in training might face when learning how to take a sexual history and, secondly, with proposing the use of well-recognised educational interventions, such as constructivist and experiential learning theories, to overcome these barriers and facilitate appropriate learning. (Contains 1 note, 5 tables, and 1 figure.)