Individuals with intellectual disabilities have the same sexual needs as individuals without disabilities. However, they often lack access to appropriate sexual health education, leaving them uninformed and vulnerable. This qualitative case study aimed to explore the development and perceptions surrounding sexual health curriculum for students with intellectual disabilities. Three different organizations were involved, each developing a curriculum. The study employed a multi-case methodology, gathering data through semi-structured interviews, observations, and document analysis. Four key themes emerged across the case studies: the need for funding, stakeholder input, embracing comprehensive sexual health versus abuse prevention education, and a disconnect between implementation intent and reality. These interconnected themes highlight the influence of decision-makers perspectives and political climate on developing comprehensive sexual health curricula. These factors impact funding sources, stakeholder input, the curriculum's scope (comprehensive or focused on abuse prevention), and the intended implementation. The findings inform discussions on recommendations for policy, advocacy, and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]