Sexuality education and HIV/AIDS education are arenas of strong feelings. Emotions make sexuality and health lessons peculiar, "thrown together" lessons, and emotions stick to "childhood innocence", "growing up too fast" and even "jump" in response to visuals, say a used condom on an elementary school playground or a pregnant sophomore in a classroom seat. Our analysis foregrounds the teachers' emotional circuitry around HIV/AIDS lessons, and describes the jumps to and away from sexuality and health education. Curriculum is portrayed as a series of affective jumps, slides, and relays tracked through the circulation of objects of feeling and words of feeling. This analysis contributes a specific focus on the affective dimensions of teaching HIV/AIDS, a topic largely elided within curricular and teaching research. We draw implications for inquiries into thrown togetherness in curriculum and teaching through careful attention to teachers' vulnerabilities and other feelings. (Contains 1 table and 11 notes.)