This article advances a framework for educators to create pathways to elicit students' diverse perspectives as qualitative data sources in the process of urban school renewal. Elements of the framework are discussed in conjunction with relevant research and findings from videotaped interviews with elementary (n = 144) and secondary (n = 28) students. Examples are shared through web links to two documentary short films co-produced by the authors that feature authentic student voices sharing their unique perspectives within urban public school contexts. Listening to students enables educators and other adults who work in urban schools to reflect on their beliefs and practices, and to engage students in organized public engagement and decision-making as members of school committees. If educators are to support the academic and affective development of all learners within a positive school culture, listening to students share their stories must be as important as analyzing quantitative measures such as standardized assessment results.