The current research study was a qualitative investigation to explore and describe how students, registered for the Education 364 module, experienced the HIV/AIDS teacher education pilot programme (TEPP), implemented at the University of Pretoria. The availability of in-depth interview transcriptions, as raw data, permitted analysis of existing data from a different perspective. Transcriptions of a focus group interview and two individual interviews with Afrikaans students were purposefully selected and inductively analysed. Two main themes emerged following the thematic analysis of interview transcriptions. Findings indicate that the content of the HIV/AIDS TEPP provided students with a solid HIV/AIDS-related theoretical basis. Findings furthermore suggest that the HIV/AIDS TEPP could be adapted for different levels of knowledge and teaching phases. Appropriate and sufficient resource materials, in accordance with the explicit needs of each teaching phase, could be developed. Practical examples and clear guidelines may be incorporated into HIV/AIDS programmes to equip teachers to deal with difficult situations. In addition, sufficient time allocation to and early implementation of HIV/AIDS programmes seem necessary. The value of a range of teaching and learning methodologies and the role of HIV/AIDS programme presenters were emphasised. Since existing teacher training may not adequately prepare teachers to address HIV/AIDS challenges, the need for continuous development, lifelong learning as well as support for teachers were also highlighted. Finally, findings indicate that engagement in affective and identity-construction domains may reduce HIV/AIDS fatigue and encourage students to take on active roles to address HIV/AIDS-related challenges. / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted