Secondary-school students in the United States score notoriously low on tests of their reproductive and sexual knowledge despite attempts by educators and legislators to provide them with informative sex-education courses. In this paper, we built from narrative theory to explore how low-income women perceived their formal sex-education experiences and how they connected those experiences to their sexual-health knowledge, beliefs, and behaviors. Drawing from interviews with 30 low-income women, we identified and developed a typology of sexeducation narratives: narratives of regret, narratives of satisfaction, and narratives of uncertainty.We also investigated existing theoretical claims that lapses in time between lived events and the narration of those events connect to sense-making efforts. We found that younger women in the sample were more likely to tell narratives of uncertainty than were older women. These results have implications for the study of narrative theory, sexual-health communication, and the discourse of public sex education.