Previous research has shown that university students, when asked to rank different methods of learning and assessment tend to rate student presentations unfavorably. There are though, sound reasons for constructing learning situations around student presentations, resulting in presentations being an integral part of our psychology degree over the last ten years. However, the course has experienced a considerable rise in the number of students during the same period, making it much harder to create meaningful opportunities for student presentations. In spite of this growth, the team considered ways in which presentations can remain within the course and systematically evaluated their effectiveness. Whilst data show that students may find the experience stressful and that they have some concerns about the quality of their learning, these concerns, we believe are more than outweighed by the advantages, which are discussed at length. Students' retrospective reflections on courses that have been designed around student presentations give a much more favorable view of this learning method than that given through hypothetical ratings. (Contains 6 tables.)