Abstract
Lesotho has, amongst other strategies, implemented an HIV/AIDS prevention programme that sought to enmesh HIV/AIDS content into the school curriculum. It is however, not clearly stated that teachers, deemed to play a pivotal role in respect of implementation of the programme, were adequately prepared, trained and convinced to make what seems to be a selfless and necessary contribution, that is, effectively implementing the prevention programme. Data were collected using mixed methods. Structured questionnaires were used to collect data from 191 randomly selected teachers in both primary and secondary schools in Lesotho and these data were analysed by the Statistical Package for the Social Sciences (SPSS) version 17.0. In addition, semi-structured interviews were used to collect data from ten school principals. The study revealed that HIV/AIDS content has been enmeshed into the school curriculum. The majority of teachers and learners are in possession of textbooks containing HIV/AIDS content and most teachers were found to have undergone inadequate training. It was further found that the monitoring of the programme was very poor. This means that the programme may not be a s effective and intended results may not be achieved.