In the sage words of John Dewey “a problem well put is half-solved” (Dewey, 1938, p. 108) and underpins this paper. The problem: poor student participation in classes led to a rethinking of the learning environment and a trial of a Students as Partners (SaP) approach to increase engagement in a second-year biochemistry course. The initiative was implemented through a personal learning environment (PebblePad) but “learning rather than technology [drove the] innovations” (Overton & Johnson, 2016, p. 12). As partners in curriculum design, students were invited to choose two topics for the course and negotiate the number of student-generated questions as assessment for learning. Last, but foremost, students were given the opportunity to provide a reflection of their SaP experience. As a first foray into SaP, we aimed to be inclusive, collaborative and forge a connection with students to extend student learning and knowledge construction, with the student’s voice front and centre in the decision-making. The collaboration, involving students contributing to the learning experience, coupled with the ability to negotiate the content of the course, provides empowerment or a “buy in” for students. The benefits of SaP to student learning and educator reconceptualization are documented, and a literature review provides further support for SaP. Using a digital platform enabled surprisingly honest, uninhibited and extensive student reflections on the partnership including: “I liked the idea of putting the topic choices to a democratic decision, for the cohort to choose what would be the best for them to learn, and as to what would prove the most interesting for the entirety” and “Writing a multiple choice question was harder than I thought it would be, however, it did help highlight the topics I understand well, and those that may need improvement”. This trial of SaP exceeded expectations and demonstrated its value for student engagement and learning. Moving forward however, SaP as an approach, like academic development, involves iterative practices, informed by lessons learnt (Sheffield & Felton, 2018).