This study examined the factors affecting the teaching and learning of human sexuality in
Christian Religious Education (CRE) among learners in public secondary schools in
Chepalungu Sub-County, Bomet County, Kenya. The study was guided by the following
objectives: (i) to assess students’ attitudes towards the teaching and learning of human
sexuality in CRE; (ii) to evaluate the influence of teacher preparedness on the delivery of
sexuality content; (iii) to examine the availability of teaching and learning resources; and (iv)
to explore the moral perspectives influencing the inclusion of human sexuality in the CRE
curriculum. Anchored on Bandura’s Social Learning Theory and the Constructivist Learning
Theory, the study employed a descriptive survey design. The target population comprised
3,000 students, 60 CRE teachers, and 30 Heads of Humanities Departments across 30 public
secondary schools. A sample of 220 respondents was selected using stratified, simple
random, purposive, and systematic sampling techniques. Data were collected using
questionnaires and interview schedules, and analyzed using both descriptive statistics and
thematic analysis. Key findings revealed that students generally held mixed attitudes towards
the subject, shaped by religious beliefs, cultural norms, and peer influence. Many CRE
teachers reported inadequate training and discomfort in teaching sexuality topics due to moral
and religious concerns. Furthermore, schools lacked adequate teaching and learning materials
to support effective delivery. The study concluded that institutional, cultural, and moral
constraints significantly hinder the effective teaching of human sexuality in CRE. It
recommends targeted teacher training, provision of relevant instructional materials, and the
inclusion of culturally sensitive approaches to sexuality education.