Clients often engage in behavior that involves risk. Consequences of this behavior are sometimes harmful, but not always. Many times clients’ views of the risks they are taking are often based on personal decisions they have made about their own health. People who take risks are frequently quite knowledgeable. The author uses case studies to examine the concept of risk. The author posits that teaching plans must account for the risks that clients take. Teaching plans should reflect that risks/benefits need to be discussed. Teaching should reflect respect for patient choices. An open discussion with the client that reflects what is really happening in the client's everyday life is of far more value than scanty, often glossed‐over reports clients are accustomed to giving health profession