Laos confronts an acute skills mismatch between secondary school graduates and the demands of a rapidly evolving labor market. Despite sustained investment in formal Education and youth unemployment and underemployment persist, driven by a curriculum that inadequately develops practical, transferable competencies. This study addresses a critical evidence gap by providing systematic, youth-centered data to inform the design of alternative learning pathways aligned with both student aspirations and employer demands. This study investigates the learning preferences, skill perceptions, and pathway aspirations of upper secondary youth in Laos, with the aim of generating actionable evidence for curriculum designers, educators, vocational training providers, and national education policymakers. A mixed-methods survey design was employed with 150 participants (aged 16–20) at Pakse Upper Secondary School during September 2023–February 2024. Structured quantitative items were analyzed through frequency and percentage distributions; qualitative open-text responses were subjected to systematic thematic analysis following Braun and Clarke (2006). Participants demonstrated strong preference for Computer and information technology. (96.67%), English (93.33%), and Mathematics (94.00%) as most useful subjects. A low-pressure, participatory, and activity-based learning environment was overwhelmingly preferred. Soft skills (86.67%), English communication (85.33%), and financial management (83.33%) were identified as the most essential competencies for employment readiness. Social media platforms—Facebook (92%), TikTok (57%), and YouTube (52%)— constitute primary digital channels through which alternative education content can be effectively delivered.