The importance of the "learner voice" is again a concern throughout the learning and skills sector, and turning the rhetoric into some kind of meaningful reality has become a renewed challenge. The concern to be responsive to "learner and learning experience" can be seen across developments in information, advice and guidance services, and in Lifelong Learning UK's specification of standards for the training of further education staff. Other policy developments, such as the extensive consultations for the "Framework for Excellence" and, in particular, for "Personalising Further Education: Developing a Vision," show the same policy direction. The essential questions continue to be: Who should be listened to? On what matters is it appropriate to ask for a learner perspective? And what should educators and policymakers do once they have listened? In this article, the authors explore the ways that practitioners and policymakers can turn the rhetoric of "learner voice" into reality.