Education has long been identified as having a key role to play in reducing HIV-related risk and vulnerability, and in mitigating the impact of the epidemic on affected individuals and communities. This article reflects on progress over a 30-year period with respect to older and more emergent forms of education concerning HIV and AIDS: treatment education, education for HIV prevention, and education to encourage a positive and supportive community response. It points to a number of priorities for the future. These include analyzing more carefully different forms of HIV-related education, their consequences and effects, and identifying the specific effectivity of education in general and HIV-related education in particular in achieving positive outcomes. The potential of education to enable new ways of seeing, understanding, and hoping is stressed, as is the need to support education processes and systems that "think" faster than the epidemic.As we approach the 30th anniversary of the date on which AIDS was first identified, it is salutary to reflect on progress made in tackling the epidemic. This is especially so in relation to education and HIV, a field that is laden with possibilities but one that has in many ways eluded its potential. From the start of the epidemic, educationin school and beyond-has been highlighted as having an important role to play in preventing HIV infection and in fostering a supportive individual, community and social response. But all too often AIDS is not taught about in schools for fear of "sensitivity" to the subject, and its potential to trigger a negative community response. When HIV is engaged with, all too often issues such as sexuality, sexual diversity, personhood and rights are eschewed in favor of abstinence, partner reduction, "Just say no," and other limiting options.In the preamble to a UNESCO policy brief entitled HIV and AIDS; Challenges and Approaches Within the Education Sector, Caillods, Kelly, and Tournier (2008) highlighted a number of challenges to making HIV and AIDS more central to work by teachers, educators, and education systems globally. These include the absence or uneven distribution of clear policy frameworks and guidelines, the absence of HIV from most school and education sector plans, yearly action plans and education budgets, lack of training for teachers in teaching about HIV and AIDS, and the absence of good-quality curricular materials. To these may be added a number of other "contextual factors" that make effective teaching about HIV difficult. These include