Student evaluation committees play a crucial role in internal quality assurance processes as representatives of the student body. However, the students on these committees sometimes experience difficulty in providing constructive and structured feedback to faculty in an environment characterised by a strong power differential between student and staff. This study aimed to evaluate a leadership and quality assurance training implemented for students involved in internal quality assurance. Furthermore, we explored how students give shape to their internal quality assurance role. Students from three health sciences programmes participated in a mixed methods study to evaluate the training and reflect on their internal quality assurance role. Overall, the students were very enthusiastic about the training. Qualitative data analysis indicated that in their internal quality assurance role, students: (1) harnessed the power of the entire student population; (2) tried to create focus and take charge; (3) searched for a common ground with staff, and (4) they explained how they dealt with the power differential. Providing training for students with internal quality assurance roles is a valuable endeavour. Future research needs to investigate further ways to help students to contribute to internal quality assurance processes in higher education.