This study presents a critical policy analysis of California's Assembly Bill 329 (AB 329) regarding inclusive sex education, coupled with a series of coding phases of relevant data. AB 329, enacted in 2015, mandates comprehensive sexual health education in California schools, aiming to address the needs of diverse student populations, including sexually minoritized youth. The critical policy analysis examines the language, implementation, and potential impact of AB 329, considering its effectiveness in promoting inclusive sex education and mitigating disparities in sexual health outcomes among students. Utilizing CPA, textual and contextual elements of data related to AB 329 are scrutinized to uncover underlying power dynamics, ideologies, and discursive practices that shape discourse surrounding inclusive sex education in California. This interdisciplinary approach provides insights into the complexities of policy enactment, implementation challenges, and the sociopolitical context influencing inclusive sex education initiatives. The findings contribute to a deeper understanding of the opportunities and barriers in promoting inclusive sexual health education, informing future policy development and practice aimed at fostering supportive and affirming environments for all students. [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.]