Purpose: This investigation examined the topics and context associated with outcomes and content relevant to prescription drugs within state health education curriculum frameworks. Significance: Prescription drugs are the third most frequently abused substance by young people (following alcohol and marijuana), and nearly one-third of all drug-related emergency visits are the result of prescription drug abuse. State health education frameworks serve as blueprints for content and provide achievements indicators for local education agencies. Procedures: A sample of 17 randomly selected state health education frameworks were analyzed. The unit of analysis was a reference to (or potential reference to) prescription drugs. Outcomes were defined as statements that identified performance standards, proficiency indicators, cognitive or behavioral objectives, or desired outcomes state in terms of what student should know, do, or both as a result of learning. Sentences identified as outcomes and sentences identified as content were coded by topic and context using coding systems that (1) consisted of 126 content topics organized into 14 categories, and (2) a matrix consisting of two context dimensions: use versus abuse and explicit versus implicit. Results were tabulated by grade level for both outcomes. Findings: The outcomes in the 17 state health education frameworks were associated with a total of 36 topics (M=8.2 per framework). The four most prevalent outcome topics were in the category Prescription Drug Abuse: General: “negative consequences” (n=15), “preventing drug abuse” (n=12), “facilitating factors” (n=10), and “treating drug abuse” (n=10). The most dominant contexts for outcomes were Abuse-Implicit (75.5%) and Use-Explicit (21.0%). In terms of content, 26 topics across nine categories were identified (M=4.8 per framework). The most dominant contexts for content were Abuse-Implicit (88.9%) and Abuse-Explicit (11.0%). Generally, content related to prescription drug use was presented in an explicit context, while content related to prescription drug abuse was presented in an implicit context. Conclusions: Results demonstrate that state health education frameworks do not address topics related to prescription drugs extensively. Moreover, the vast amount of prescription drug abuse information is presented implicitly. Given the growing problem of prescription drug abuse in the U.S., these findings have several potential implications for school-delivered substance abuse education and prevention efforts. At the end of this session, participants will (1) understand the role of state health education frameworks in prescription drug education, (2) identify prescription drug categories and topics presented in state health education frameworks, and (3) recognize the role of context in delivery of prescription drug-related information. Keyword(s): curriculum development, health promotion, youth-at-risk