This study examined the effects of a human sexuality course on students' reported confidence to engage in healthy sexual behaviors, as measured by the Sexual Health Practices Survey. The study consisted of an educational intervention group and a comparison group. The intervention group received a sexuality curricula based on the Health Belief Model's components of perceived threat, outcome expectancies, and self-efficacy. The comparison group received sexuality information that was designed only to increase one's knowledge level. At the time of the posttest, students in the intervention group reported statistically significant higher levels of confidence to engage in only two behaviors when compared to the intervention group. These results should be viewed with caution as the small population may have affected the survey's ability to detect changes. For many of the questions from the section of the survey which explored students' confidence to engage in specific sexual health practices, the means for the students in the human sexuality course fluctuated among the three administrations of the survey. This may be indicative of the effect that the course had on addressing students' misinformation or perception of their abilities. The results indicate that students in the human sexuality course were more likely to engage in healthy sexual behaviors, by having sex with fewer partners, or choosing to remain abstinent. Students' papers indicated that the course did have an effect on their sexuality related behaviors, their behavioral intent, and a change in their beliefs and attitudes towards gays and lesbians. The results also indicate a correlation between using a condom and the confidence to engage in many other sexual health practices. This may be an indicator that it is possible to effect confidence levels towards behaviors without having activities designed to specifically address them. This study demonstrates that sexuality education, whether it is information only or information in addition to activities addressing self-efficacy and outcomes expectations, can help to improve students' confidence to engage in specific behaviors. People who attend the brief presentation on this research will be able to understand the differences between two types of sexuality education. Attendees will also be able to recognize the impact that both types of sexuality education can have on students. This may be helpful for those who are deciding what type of sexuality education to implement in their schools. It may also be helpful in revising current programs to help meet goals and objectives.