The research presented in this paper is a study of the values underpinning the curriculum and teaching of current Australian degree-level youth work courses. The paper looks at the implications that values raise for the introduction of competency-based training in the youth and community services sector. The paper 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 using 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. (Contains 3 tables.)