When examining the experiences of adolescent girls, a study into the presumptions teachers have regarding female adolescent sexuality is a very important aspect to explore. This article presents the findings from a study we conducted with eleven middle- and high school teachers in a southeastern state from both rural and urban districts. In-depth interviews were conducted to determine how their experiences and perceptions impact their understanding of the emerging sexuality of students in their classrooms. Several findings emerged, including that girls continue to be placed in contradictory positions concerning sexuality, that adverse sexual labels continue to serve as a means of sexual harassment that many teachers do not recognize, and that perceptions of sexuality and acceptable behavior remain deeply embedded in race and class issues.