In this study we examine upper secondary students' notions of contraceptive methods, as human reproduction and contraception are common content in sexuality education in Sweden and worldwide. Our data were constructed during an extensive educational sequence in natural science sexuality education and include audio recordings of 17-18-year-old students' stories. Since the main body of the stories was about hormonal and digital contraception and contraceptive responsibility, these stories are the focal point of our analysis. Our study further aims to problematize, challenge, and develop education on contraceptive methods, and Donna Haraway's theoretical perspectives have been particularly useful. We have in the analytical process linked Haraway's cyborg image with her later work on tentacular thinking. Our result shows that scientific facts about human reproduction are important for the students' ability to navigate between the advantages and disadvantages of various contraceptive methods. However, sexuality education turns out to not only be a matter of scientific facts. This study accentuates how natural science, historical, political, cultural, and market-oriented intertwinings affect students' notions of contraception--and thereby also the construction of natural science sexuality education.