Girls' reproductive health matters are an important factor in their equal participation in educational settings. However, many girls worldwide still face challenges to participating fully in education because of the lack of supportive structures for their health needs. This paper uses autoethnographic writing to highlight some of the challenges that girls meet in school because of menstruation. It also discusses how a teacher's lived experiences of girlhood can change how she practises her teacher-hood in relation to girls' reproductive health. I argue that teachers' lived experiences are an invaluable resource in curricula- and policy-making procedures that are formulated to better recognize the particular concerns of girls and young women.