Youth services faculty in LIS programs have seen significant changes in the last ten years in the content they teach and the variety of methods by which they deliver instruction. However, youth services education continues to be understudied and this study takes a first look at several gaps in the LIS education literature: youth services faculty voices speaking directly about what and how they teach; information about the interaction between youth services coursework, professional competencies, and standards; and the impact of technology and popular culture on LIS youth services coursework. Results indicate that technology plays a major role in both course content and delivery.