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This paper establishes a positive relationship between teaching, learning, and narrative structure and applies it to youth programmes run in a large Victorian metropolitan TAFE. I argue that a comprehensive teaching plan developed within TAFE and delivered over time will usually be realised in a linear format. A linear form of delivery tends to unfold as a classic narrative with a beginning, middle and end equivalent to the dramatic structures in literature, film, and television. Yet there is no guarantee that a linear narrative will be appreciated or comprehended by all students. Youth programmes and the learning styles of young learners can disrupt linear teaching and learning forms associated with mainstream narrative and instead require a shortened narrative based on instantaneous emotive reaction. The narrative structure of a youth programme is that of the soap opera where the narrative is open ended, conclusion and settlement are rare, jump cuts abound, emotions are heightened, and body language shouts out. I suggest that the success of youth programmes in TAFE rely on teachers being able to 'read' their students and work within the narrative space of the soap opera where closure of competency is delayed in preference to the teaching moment. This non-linear structure offers significant challenges to realising effective teaching and learning but provides space and structure to consider effective ways to engage young learners.