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Knowles (1970) defined andragogy as the art and science of facilitating adult learning. The assumptions about how adults learn form the foundations of andragogy. Andragogy is most evident in the implementation of the theories and principles of adult learning and a common practice in Vocational Education and Training (VET) within Australia. The research reported in this paper investigated learners’ perspectives on the practice of andragogy. A survey using the Student Orientation Questionnaire (SOQ) was conducted with 266 youths aged 17-24 years, and enrolled in Vocational Education and Training programs. The results of the survey showed that youth preferred pedagogical as well as andragogical practices. To gain an understanding of specific aspects of pedagogy and andragogy that they preferred, the response patterns to the SOQ were analysed. The results of the survey were also presented to focus group participants, who had responded to the questionnaire, and asked to explain their perspective on andragogical practices. The findings show that youth learners prefer only the ‘feel good’ aspects of andragogy, and are not willing to assume learner responsibilities associated with andragogy. The findings have implications for effective delivery by facilitators of VET programs.