Sexuality education is a place where learners are able to build their knowledge, attitudes, and skills for promotive sexual health behaviors. However, teachers must be trained to meet the perceptions of learners and modify pedagogy to create an inclusive, affirming, and socially just learning experience. The purpose of this study was to examine the dynamics of demographics, specific to gender and gender norms, and how they may be associated with learner attitudes within the sexuality education classroom. In a convenience sample of 88 young adults (18 to 24), a series of ANCOVAs were used to analyze survey data that examined relationships among gender and gender attitudes in sexuality education. The results indicate that, although gender alone is not a significant factor in student and teacher comfort in sexuality education classes, students who hold traditional gender norms perceive women teachers as having higher comfort in teaching sexuality education. In addition, people of color identify higher levels of comfort for themselves and their teachers in their sexuality education courses. Future research to examine a more diverse population is recommended in order to gain further insight into the results. Teacher training needs to include an intersectional approach that addresses both race and gender in pedagogical strategy building, and focuses on the affective domain and culturally responsive principles. Such an approach is likely to increase positive student experiences and foster comfort between students and teachers in sexuality education. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]