A common assumption about youth languages is that they are an expression of youth culture, and even if youth culture as a concept is difficult to define, it is often regarded that youths actively distance themselves from both childhood and adulthood. Language can thereby be discerned as a tool to accomplish this. But if youth languages is a tool for youths to distance themselves from adults, is it not then contraproductive for adults to write handbooks and dictionaries to help the understanding of these youth languages? It is in that paradoxal thought this study finds its’ premise. The handbooks and dictionaries can be viewed in two different ways. They can, on one hand, act for an increased understanding of youth languages, and on the other hand they can help adults learn how to actually speak them. The purpose of this study is to try and clarify in what context youths experience others use and understanding of youth languages as acceptable or problematic. Do youths experience that different groups of individuals have different rights to use or understand youth language? Do youths experience the use of youth languages in different contexts as more or less acceptable? The results show that the further away from youth, and the higher up in the social hierarchy the individuals are, the less acceptable it is for them, according to the youths, to use youth languages. Although the understanding of youth languages is generally accepted, except for children. These results are also reflected in the contexts youths accept and don’t accept the use of youth languages. Youth languages does, according to the youths, not belong in environments characterized by professionalism or politics, nor does it belong in media directed towards children.