The classroom as a vital space for adolescent sexual education, involves teachers trained in knowledge and innovative communication strategies that minimize biological, psychosocial and cultural risks inherent to sexuality and impact on school dropout and poor academic performance. Objective: To characterize the knowledge, importance and use in the classroom that teachers give to the commercial videogame in communicative processes for the adolescent sexual education of Medellín. Methodology: Cross-sectional descriptive study, involving 52 secondary school teachers responding to a survey on intervention in educational projects on sexual health, communicative processes in the classroom, knowledge about ICT use by students. Results: 78.4% intervened in sex education projects; 90.6% considered that students resort to the internet to inform themselves; 82.7% think that learners make irresponsible use of ICT; for 78.9% commercial video games communicate sexist, racist or violent ideas; 77.4% believe that students play video games to have fun; 66% would be willing to include video games as a didactic strategy. Conclusions: Secondary teachers assume high participation in educational projects on sexual health, have an approach to the use of video games by their students and would be willing to incorporate commercial video games as a didactic strategy for assertive communication in prevention processes and promotion of sexual health.