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This paper proposes some principles for youth learning developed from a major research project. Specific parts of the project have been published in other literature, and this paper summarises key findings before proposing a set of principles to support their learning. The findings of the research about youth learners and how they learn were analysed in the context of adult learning principles proposed by Knowles (1990). The analysis exposed discrepancy between youth and adult learners, implying that adult learning principles [are] unsuitable for most youth learners. A profile of youth learners was drawn from the research data on priorities that youth have, their motivation, and learning attributes. The analysis leads to three broad conclusions about youth learners: (1) most youth use a surface approach to learning largely due to time constraints, overwhelming volume of content, and assessment requirements that reward outcomes achieved through a surface approach; (2) most youth are at Stage 2 of their learning orientation on an orthogonal scale. Their learning could be facilitated through a directive, but supportive approach where the facilitator plays the role of a motivator and guide; (3) most youth seem to appreciate a relational level of understanding rather than abstract thinking. Youths’ learning could be better facilitated using Kolb’s learning theory using the information processing model. Their learning is best facilitated through an approach that begins with concrete experience and is followed by reflective observation and then abstract conceptualisation. The research findings were used to develop a set of principles for youth learners in terms of education delivery practices, and skilling for higher learning. These principles would enhance facilitation of youths’ learning.