The purpose of this publication is to show how a range of strategies can be used to assess the impact of learning activities in skills-based health education, with a focus on HIV prevention and related issues. The main focus is on strategies that can be used to assess whether or not selected knowledge, attitude, and skill objectives for HIV/AIDS prevention are being met in the short term by classroom activities. It is intended that the assessment strategies suggested are used with an understanding that achieving knowledge, attitude and skill objectives takes time, and is unlikely to be the result of a single lesson. This publication also suggests strategies for assessing the kinds of behavioural outcomes that may result from changes in students’ knowledge, attitudes and skills. Influencing behaviour is a complex, long-term process, and is the result of a number of factors besides classroom instruction. However, teachers should be aware of strategies for assessing behaviour change or development, as this is the ultimate goal of HIV/AIDS prevention education.