Students and schools struggle to create recognised spaces within which partnership dialogues about learning and teaching can occur. This reduces the roles of students and their school organisations to either complainants or organisers of marginal activities. Students in Victoria, Australia have initiated a "Teach the Teacher" program, in which students lead a process of teacher professional development around classroom or whole-school issues of concern that are identified by students. While the program is in the early stages of dissemination within secondary schools, there are promising responses from schools, and there is some indication of influences upon both learning practices and roles of student councils. Initial reflections identify the role of productive and collaborative questioning, teacher recognition of the value of authentic discussions with students, and the location of such a program in relation to state education guidelines as important factors to consider.