This study explored teachers’ experiences in teaching HIV and AIDS as a subject in secondary schools in Zimbabwe.
The Concerns-Based Adoption Model (CBAM) guided the study. Twenty teachers, four school heads and two Ministry
of Education officials in Masvingo district comprised the sample. A qualitative research design was applied. Data were
collected via individual interviews, focus group interviews and open-ended questionnaires. The study found that
teachers had diverse experiences in teaching HIV and AIDS. All twenty teachers (100%) experienced frustration, lack
of direction, being overburdened and fear regarding teaching HIV and AIDS. Some teachers 15 (75%) experienced the
subject as sensitive. Yet others experienced uncertainty and insecurity. 14 (70%) teachers experienced lack of
information and confusion regarding the subject and its execution thereof. Overall, there were inconsistencies regarding
teacher experiences in executing the subject due to lack of professional qualifications and the non-availability of policy
and curriculum documents. It is recommended that the Ministry should become proactive in developing teachers’
knowledge and skills through ongoing professional development. HIV and AIDS teachers should lessen negative affects
and low self efficacy. School heads should provide resources and develop teachers’ experiences in HIV and AIDS so
that the subject area is well received in schools.