Rates of teenage pregnancy in Scotland for those under the age of sixteen, have not fallen significantly over the past ten years. Teenage pregnancy is associated with depression, low self-esteem, poverty, and low achievement at school. Research also suggests that it leads to poorer physical and mental health outcomes, not only for the teenage parent, but also for their offspring (Coley and Chase-Lansdale, 1998; Jessor. Turbins and Costa, 1998; Nitz, 1999; Trad, 1999). In order to address teenage pregnancy, sex education is taught in all secondary schools. Research suggests that teenagers want sex education, which includes effective methods of increasing self-esteem and confidence, as well as factual information (Burns, 1999; Coleman and Hendry, 1999; Meyrick and Harris, 1994). Recently, simulated babies have been produced, with the explicit idea of being used within the context of sex education classes. However, there is a paucity of research on this as an effective tool, and research that has been conducted has not been carried out within the context of sex education (Hart, Cochrane and Quinn, 2000; Kralewski and Stevens-Simon, 2000; Price, 2000; Strachan and Gorey, 1997). This study aimed to examine whether a simulated baby was an effective tool, in the context of a sex education class for fourteen year old pupils, in a secondary school in Inverness, Scotland. An experimental group was compared with a control group using a sexual health questionnaire, which was constructed for the purpose, the Culture-Free Self-Esteem Inventory - 2^nd Edition (CFSEI-2, Form A), and the Locus of Control Scale for Children (LCSC). Interviews were also conducted. Data were collected at three data collection points: prior to the study taking place, after the study, and at a nine month follow-up. Quantitative data showed little statistical significance, however, qualitative data showed promising results. Results are presented and discussed, and conclusions are drawn.