As lecturers of English and Spanish for international students in higher education, we frequently read reflections supporting the notion that the interaction between teacher and student has a direct influence on their learning and possibly even on their future studies and lives. Using examples taken from language learning histories, student course reviews and student panels, this paper attempts to view the learning process from the student perspective. It identifies some of the themes, dilemmas and concerns voiced by students. It also examines what these reveal about the learners' constructions of their teachers, and how the students have responded in their language learning strategies and production. We then relate this to the challenge thrown down in the recent Wulkow Memorandum to "make full use of quality assurance mechanisms which focus on customer satisfaction". In this paper, therefore, we propose including the student voice in course development and evaluation procedures in order to provide a more scaffolded holistic approach which, in turn, leads to a richer learning process with more engagement and enthusiasm from students.