I have been teaching biochemistry and molecular biology for more than 18 years and, in more recent times, have observed an unwillingness of students to participate in classroom based problem-solving in biochemistry. Students have anecdotally mentioned that they “feel embarrassed” or “fear being ridiculed” if they answer questions incorrectly which had led to their silence. While I was trying to grapple with this student engagement issue, I attended a workshop at Griffith University on Students as Partners (SaP) facilitated by Mick Healey, a higher education consultant. Prior to this workshop, I had not heard of the concept of Students as Partners, which is based on the principle of engaging students as active collaborators and co-creators in the teaching and learning process (1,2). I became fascinated with how this teaching approach empowered students and at some point, in this workshop, I stopped participating in the activities and in my scribblings, had created a plan to transform my second year Protein Science course (Advanced Biochemistry, approximately 120 students), providing students with curriculum choices and co-creation of assessment. This is where my foray into Students as Partners began.