Menstrual health literacy has a direct impact on young peoples' quality of life, health, academic and professional performance. In Australia, the key learning area of Health and Physical Education [HPE] provides opportunities for students to develop menstrual health literacy. This paper reports on the findings of a survey of 5007 young Australian women aged 13-25 on their experiences of menstruation, dysmenorrhea and education. The discussion herein relates to the qualitative component that asked the question 'What was the most useful information about menstruation received in HPE [Health and Physical Education] class?' Applying a thematic analysis to the data, three key themes emerged. These include: (a) it's all just biology; (b) the cause but not the effect, and; (c) too little, too late. The findings suggest limitations in educational approaches taken by teachers potentially resulting in poor menstrual health literacy portending long-term negative health consequences for some individuals.