Sexual violence (SV) and intimate partner violence (IPV) are pervasive across age groups and victimization in adolescence increases the risk of victimization throughout the life course. Most research on SV and IPV focuses on college- and adult-aged samples, despite national data, including a recent report by the World Health Organization (WHO) estimating that one-quarter of individuals between ages 15 and 19 have experienced abuse. Additional research on victimization and perpetration of SV and IPV concludes that victimization experiences, perpetration, and attitudes supportive of aggressive behavior start earlier, in high school, and risk factors increase likelihood for victimization throughout the life course. Victimization risk is higher for certain groups, such as teenagers who identify as LGBT, females, and non-white individuals. A lack of empirical research on the prevalence of SV and teen dating violence (TDV) at the K-12 level, combined with inconsistent sex ed standards in the United States, presents an opportunity to explore, through teenagers’ own perspectives, best strategies for education and prevention. The research asks 1) what influences teenagers’ navigation of interpersonal relationships?, and 2) What roles do media and technology play in teenagers’ perceptions and knowledge of sexual education? The purpose of the current study is to understand how formal and informal sources of sex ed shape teenagers’ literacy and self-efficacy around healthy sexual behavior and relationships. Through semi-structured, in-depth interviews with a diverse sample of 43 high school students, findings reveal that teenagers supplement formal sex ed directly and indirectly through parents, peers, and media/technology. Recommendations for sex educators, parents, and policy are discussed.