Background: Sex education for people with intellectual disability is in its infancy in countries where their sexual expression is still considered a taboo. This study aimed at exploring the experiences of professionals involved in providing sex education to people with intellectual disability across a number of services in a Maltese context. Method: Qualitative research was conducted using interviews to explore professionals' experiences of sex education provision. Results: Amid a persistent culture of sexual suppression, desexualisation, infantalization and control remain barriers to sex education delivery. Findings underline the need for services to have clear policies that aid professionals in delivering sex education, while mitigating conflicts encountered. Recommendations highlight sex positive environments and services, with a pro-active approach to sex education. Conclusion: In spite of internationally binding legislation and local policies, further changes need to be made on the ground to provide persons with intellectual disability with effective access to sex education.