This paper reports on a phenomenographic investiga- tion into the ways young people, aged between eleven and eighteen years of age, experience information in both their academic and everyday life. Experience here is interpreted as the relationship between the subject (the young person) and the object (informa- tion). This research builds on previous studies of peo- ple's experience of information. However, other stud- ies have had either a different focus, such as, focusing on information literacy, or, different respondents. Therefore this research addresses a gap in the knowl- edge. Three research questions are addressed in this paper: What are the qualitatively different ways young people experience information? What are the logical relationships between the categories of description? Can a holistic picture of young people's relationship with information be composed from knowledge of the different ways young people experience informa- tion? The study used a phenomenographic research approach to elicit and describe the qualitatively dif- ferent ways in which young people experienced infor- mation. A purposeful sample of forty-one young peo- ple aged eleven to eighteen years participated in the study. The data, which were gathered through draw- ings and semi-structured interviews, were subjected to a rigorous process of phenomenographic analysis. The outcome of phenomenographic analysis is an out- come space consisting of a finite set of categories of description which, with their relationships, explain the different ways people experience phenomena in the world. In phenomenographic research, the focus is on the collective rather than the individual experi- ence. The purpose of the study was therefore to high- light differences within the sample. In this study, six ways of experiencing information were identified: knowledge of sources of information; receiving infor- mation; process of finding information; store of un - processed information; processing information; and use of information. The findings demonstrate some broad similarities with other studies. However, there are significant differences. The paper, therefore, gives a new insight into young people's experience of information. It also highlights the complex and mul- ti-faceted way that young people experience infor- mation. These views help to understand what young people need to know and be able to do.