Adult learners come to us at many different points along their journeys. As practitioners, we are responsible for understanding the range of purposes for which they seek our programs, so that we may partner with them in naming and achieving their goals. In working to get "many" students to progress to "many" steps, it can be easy to overlook the unique skills and experiences that each learner brings with them. By looking at the reflections of three practitioners with experience in building student leadership bodies, we can understand how centering student voice in the life of a program promotes student engagement, a sense of community, and student ownership of their own learning--factors that research shows contribute to student persistence and success. We also look at how practices that celebrate and encourage student leadership can contribute to students' understanding of themselves as leaders while building their sense of agency in and out of the classroom.