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How students construct knowledge is dependent on their prior experiences and knowledge. In this book, the pre-conceptions of Ugandan students in biology class were explored and monitored for how they impact students take up of scientific knowledge on HIV/AIDS. Constructivism is used as the theoretical framework for exploring the pedagogical practices within the Ugandan classrooms. The findings indicate that indeed students' pre-conceptions impact how they engage with HIV/AIDS knowledge. Given the impact HIV/AIDS has had on the Ugandan population, it is important that students' preconceptions, especially those that hinder proper take up of AIDS prevention messages are addressed while in the classroom. When students were engaged in interactive lessons, they were able to confront their preconceptions and build new knowledge