<p>During the last decades, YouTube learning resources have gained popularity among mathematics learners. Although research has shown that tertiary students frequently use YouTube to support their mathematics learning, little research has been conducted to investigate such resources’ content or their potential learning opportunities. In this multiple case study, we employ a broader discursive theory (positioning theory) as well as a theory of mathematical discourse (commognition) to analyze learning opportunities in a selection of YouTube learning resources on the topic of derivatives. By combining the two theories, we can attend to mathematical and socio-cultural perspectives regarding how YouTube content creators present mathematical content. The analysis of five cases reveals variations in how the mathematical content is disseminated, the positions taken by the content creators and given to the viewers, and how mathematics is presented as a socially embedded discourse (storylines). We further discuss the interplay between these aspects and how the learning resources can either afford or limit learning opportunities.</p>