Analysis of key findings of a study that investigated six Ugandan teachers' perceptions of contextual influences on sexuality discourses revealed that though there is some form of sex education in schools and though teachers are very enthusiastic about its implementation, it is largely constrained by conflicting social stances held by various stakeholders and needs reform. A nuanced approach to understanding practical realities and complexities involved in designing an effective sex education framework is discussed. These findings have critical implications on the strategies and the nature of sex health curricular discourses that teachers develop and implement in culturally diverse classrooms beyond Uganda.