Objective: Identify the main elements to be considered in education for hysterectomized women, considering the perspective of women, their partners and the health care providers. Methodology: Qualitative descriptive narrative study of life history type performed in a convenience sample of 85 people divided into three study groups: women, men and professionals who attend hysterectomized women at public hospital in Santiago, Chile. Content analysis was performed according to Krippendorff. The Ethics Committee of the South-East Metropolitan Health Service approved the study. Results: The main topics identified were characteristics of education, educational contents, when education were delivered, educational methodologies, and professionals in charge of providing education to hysterectomized women. Conclusions: Regarding the content considered relevant, the concern of women and their partners for the consequences of the removal of the uterus. An adequate education includes timely information regarding what is expected at discharge, symptoms that may appear, where and when to contact a professional. Being hysterectomized means for women a transition to a new stage of life, education in relation to the changes that will occur after HT is a fundamental part of the process. For women, the support of their partners is essential during this process.