In order to establish the way in which the Grade 10 Muslim learners perceived HIV/Aids, the research was designed to expose the direction (if any) provided by the values and cultural symbols within the dominant culture of the family and the school. The enquiry was motivated by the fact that the 15-24 year age-group (of which the Muslim adolescents were a part) is still considered a most vulnerable group in terms of HIV/Aids. Although the South African Department of Education has prescribed that HIV/Aids be taught during the Life Orientation periods at schools, this has been affected by operational problems. Learners do not always have the benefit of accurate information and confident role models who are able to guide them towards responsible behavior. Anecdotal evidence pointed to the possibility that HIV/Aids were low amongst Muslims who form a comparatively high percentage in the Western Cape Province of South Africa where the study was conducted. Since the Social Cognitive Theory and the Eight Gateways or “entry points” of school culture highlight social interventions, the theoretical framework facilitated data collection and reinforced the findings. Analysis revealed that a collaborative and trustworthy relationship within the school culture that embraced parents, learners and teachers. Responses of the teachers indicated that they made use of the guidelines from the South African Department of Education and teachings of their religion. The Muslim family and school culture emphasized abstinence instead of safe sexual behavior in their teaching of HIV/Aids because of their Islamic religious background. Although the Muslim learners were aware of the dangers of irrational behavior they conceded that there were some who ignored the guidance of their parents and teachers thus succumbing to other social pressures. However, they generally appreciated the knowledge provided by their family and school culture that supported them to adapt their attitudes and behavior especially in terms of HIV/Aids. The main recommendation of this study is that HIV/Aids education may be productive if an integrative approach is implemented where communities work collectively to promote strict moral adherence that will enable learners to avoid unsafe sexual behavior and HIV-infection.