Objective: The purpose of this study was to evaluate the socio-cultural variables that may influence teachers' adoption of classroom-based HIV/AIDS education within the school setting and among school types in Zambia's Lusaka Province. Method: Mixed methods were used to collect original data. Using semi-structured interviews (n=11) and a survey (n=720), data were collected and analyzed using a socio-cultural constructionist approach and an abridged version of grounded theory. Results: In 2008, a sample of 720 teachers completed surveys within 123 schools, 226 (31%) from 62 community, 270 (38%) from 36 government, and 223 (31%) from 25 private/church schools, equating to a 91% teacher response rate and a 100% response rate for schools sampled. Three main themes emerged from this research. First, insight was gained into the current activities used to teach HIV prevention within each school type. Second, we found that structural factors have a stronger association with HIV-education adoption than individual factors. Third, analysis indicated an association between HIV policy and hours teachers spent on HIV prevention in the classroom. Conclusion: The survey and interviews provided insight into factors that are suggested to influence teachers' HIV-education dissemination as well as potential areas of program development. (Contains 4 tables and 2 footnotes.)