There is little international research focusing on parents' and teachers' roles in sexuality education during children's primary school years. This paper focuses on teachers' and parents' key experiences as sexuality educators of primary-school-age children in both Leeds, UK and in Sydney, Australia. Based on research findings from both the United Kingdom and Australia, areas of commonality are investigated in relation to existing practice. By drawing on experiences of teachers and parents, themes are examined with the goal of finding the extent of a universal dimension to sexuality education. The cultural aspects of sexuality education are explored and include acknowledging cultural myths that may inhibit adult-child interaction in relation to sexuality education. Educational implications are also discussed. The paper concludes that the scope of developing sexuality education during a child's primary school years remains relatively untapped in both countries by both parents and teachers. The paper recommends developing a theoretical framework to explore whether there can be a universal dimension to sexuality education. (Contains 1 figure.)