Theoretical models from the persuasion/health communication literature have identified many components such as message appeal, audience attributes and channel characteristics that need to be addressed as a prerequisite to designing any successful AIDS communication program, but a variety of models compete in the marketplace of ideas, and many are divergent with respect to focus and to specific recommendations. The question then arises of what theoretical perspectives predominate in AIDS communication practice and why. This article explores the decisions and theoretical perspectives behind the thinking of health and health communication specialists who were asked to design an AIDS communication program aimed at a target audience of students. Results show two different theoretical predispositions: a fact-based formal teaching approach and a skills-oriented approach using interactive methods. Preference for one of these over the other is predicted by level of education, religion, and institutional affiliation.
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