<p>As youth use internet-connected devices, their data is collected and stored. Yet, many youth are not aware of or have misconceptions about this data collection and use. Using data from co-design sessions, this paper presents how youth and teachers perceive online data collection and use, the topics and instructional priorities they value when developing a curricular unit focused on this topic, and how the topics and instructional priorities of the groups compare. In their designs, both groups featured online data collection and use as a focal topic and utilized similar pedagogical strategies and activities, but the individual topics and examples they incorporated varied, as did their learning goals. By utilizing participatory design to develop a curricular unit, this work centers the voices of teachers and youth, celebrates their knowledge and experiences, and presents insights into their distinct design priorities, which hold potential for more meaningful learning outcomes and engagement.</p>