The research presented in this article is a study of the values underpinning the curriculum and teaching of current Australian degree-level youth work courses. The article looks at the implications that values raise for the introduction of competency-based training in the youth and community services sector. The article raises some of the potential risks for the status of youth work as a profession. 
The research investigates values in professional youth work education by using a qualitative, interpretative framework of inquiry and a strategy of purposeful case study sampling and literature review. 
The data collection involved four case studies focusing on degree-level youth work courses in four universities in three states of Australia. To facilitate the triangulation of data, a number of sources were used: students, lecturers, curriculum designers, curriculum documents and sector literature.