In order to critique the notion of "learner voice" in vocational education and training (VET) policy, this paper draws from a project conducted by the authors on behalf of the Australian National VET Equity Advisory Council (NVEAC). The term "learner voice" is used extensively throughout NVEAC documentation to describe the engagement of "disadvantaged" students within the VET system. However, the concept of "voice" being advocated, we argue, is a particularly "thin" one which is linked to notions of client feedback, managed participation and the commodification of training rather than any broad sense of democracy, equity or social transformation. The paper critically examines current practices in relation to learner voice within the VET policy framework and their implications for the contested role of VET in contributing to social equity and redress of social and economic disadvantage.