There is a debate among health educators, the federal government, school boards, and students about which type of sex education is the most effective in keeping young people safe and healthy. Although there are many approaches to sex education, there is a clear divide between the basic content provided: (a) abstinence-based sex education or (b) comprehensive sex education. The purpose of this study was to develop an effective sex education program at the University of Utah. The study first examined female students' previous experiences with sex education. Then, based on their experiences with sex education, the students were able to categorize their experiences into three categories: (a) good experiences with sex education, (b) bad experiences with sex education, and (c) both good and bad experiences with sex education. As a result of those categories, the group was able to define what a safe sex education curriculum for college students should include. The research group consisted of 9 female students enrolled at the University of Utah. The transcripts from the interviews and focus groups were analyzed using the constant comparative method. The result of the analysis was an overarching category: safe sex. This category, which was grounded in the data, was determined by the research group to be the foundation of an effective sex education program on a college campus. The core theory of safe sex is a reflection of the coresearchers' experiences with both formal and informal sex education and their personal experiences as well as their thoughts and attitudes about those experiences. The core category includes four constructs: (a) knowledge, (b) communication, (c) consent, and (d) control. Additional key categories are found under these four constructs.