This article presents a teaching technique that aims to demonstrate pedagogy consistent with the characteristics of effective health education curricula that is student-centered, builds personal and social competence, and embeds assessment throughout the learning process. This teaching technique is appropriate for middle and high school students grades 7 through 12. The initial impetus for this teaching technique comes from a young man named Tim, who, while in middle school, was diagnosed with a rare form of cancer known as Ewing's sarcoma. Like many other children and adolescents who are diagnosed, Tim is a cancer survivor. In fact, childhood cancer today is more correctly characterized as a life-threatening chronic illness than a fatal disease. Upon reflection of his illness experiences and path to recovery, Tim believed that some of his fears, uncertainties, misconceptions, and anxieties could have been ameliorated if, in the course of his school health instruction, prior to becoming ill, students had opportunities to learn about these issues. The purpose of this teaching technique is to make Tim's unique request possible, and to guide such a learning opportunity in a way that is beneficial for all learners. This type of approach involves teaching and learning to enhance interpersonal communication and social support (healthy relationships) around cancer issues in a general health education context. (Contains 2 figures.)