The present study aims to analyze the determining role of biology teachers and guardians in the discursive gap between children's sexuality, sexual curiosity and the sexual depiction of pornography. With an understanding of children's sexuality as holistic and dependent on many perspectives, the study highlights various factors that influence the child's knowledge about Sex and Reproductive Health in the biology subject. The study is an in-depth analysis-of various narratives presented by biology teachers and guardians regarding children’s sexuality and the teaching practice in Sex and Reproductive Health Education in Sweden. The critical discourse analysis is based on critical childhood theory and postconstructivism, which lays the framework for the study’s theoretical underpinnings. This means that an interpretation of respondents' linguistic communication permeates the study.The conclusion is that perceptions of the child's sexuality differ between biology teachers and the guardians, of which different opinions about the teaching content of Sex and Reproductive Health Education can be ascertained. All “important adults” (biology teachers and guardians) agree that pornography depicts a false image of sexual relationships, but when this is to be raised with the pupils, there are split perceptions. Another conclusion is that the determining role and values of teachers and guardians is an aspect that can influence what knowledge middle school pupils are given the opportunity to acquire. This may be significant when considering whether pupils gain sufficient knowledge about sexual relations, in school, in such way that the sexual depiction of pornography is not the only image of sexuality presented to them.