The purpose of this qualitative descriptive study was to explore how health and relationship education teachers describe their teaching experiences with students learned cultural narratives and personal experiences while teaching health and relationship education in the public school classroom. The two main research questions were: RQ1: How do health and relationship education teachers describe their teaching experiences with students learned cultural narratives while teaching health and relationship education in the public school classroom? RQ2: How do health and relationship education teachers describe their teaching experiences with students learned personal experiences while teaching health and relationship education in the public school classroom? Grounded in Sexual Script Theory, the sample included North Carolina public-school teachers with at least one year of experience. Data was collected through demographic questionnaires and semi-structured interviews, and thematic analysis was conducted using Braun and Clarke's (2006) model. Six key themes emerged: Cultural Inclusiveness, Cultural Beliefs, Factors Related to Cultural Shifts, Pedagogical Approaches, Student Engagement Dynamics, and Challenges and Opportunities. Future studies should investigate teachers' experiences with intrapsychic scripts, explore the impact of North Carolina's Parent Bill of Rights (SB49), and replicate the study in other states. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]