Almost 200 (n=198) essays written by college students enrolled in a human sexuality course over a 9-year period (1996 to 2004) were analyzed for content about early sexual messages. Students wrote anonymous autobiographical essays with the option of writing about one or more of the following: Sex education received thus far, current attitudes toward sexuality, teenage sexual practices, where attitudes and sexual knowledge were learned, and current feelings as a sexual person. Institutional review board (IRB) approval was granted to use the papers for research and students gave informed consent. An Early Sexual Messages Code Book was developed with categories for: Source of information (e.g. family, peers, media, religion, school, culture); Type of information (based on SIECUS Guidelines for Comprehensive Sexuality Education); Location (e.g. home, school, church, streets); When (age and/or grade); and How information was communicated (e.g.“the talk,” experimentation). Coding sheets were developed that allowed code book information to be entered as well as early messages themes and quotes. A pilot test was conducted with 24 papers written in 1993 and interrater reliability exceeded .80. Results of the study support pre-existing literature suggesting that friends, parents, and media are major sources of sexuality related information. Students acknowledged a high degree of inaccuracy and misinformation that came from friends. Students expressed high levels of dissatisfaction with the quantity (inadequate) and quantity (little beyond “wait until marriage to have sex”) of information from parents. It was reported that formal school sex education tended to begin in 5th grade with segregated (boys and girls) puberty lessons. Overwhelmingly, school sex education covered topics falling under the SIECUS Human Development and Sexual Health categories (i.e. anatomy, physiology, puberty, reproduction, contraception, and sexually transmitted diseases). Many students expressed a desire for a more comprehensive and multidimensional approach to sex education that would address psychological, emotional, and social aspects of sexuality (SIECUS categories of Relationships, Personal Skills, Society and Culture). The influence of religion was brought out with mention of strong messages against premarital sex that did not prevent sexual activity, but resulted in guilt. Consistent themes emerging from students’ retrospective examination of their early sexual messages and their current sexual behavior included: Inadequate sex education; Influence of peer pressure to engage in premarital sex; Guilt over sexual activity; Self-esteem issues; Regret for engaging in sexual activity without a meaningful relationship; and current desire to engage in sexual relationships only when a strong emotional/love relationship exists.