An increasing interest in the restructuring of teacher and student roles, with the aim of strengthening engagement, has influenced a focus on student agency in education research. Student voice involves learners and teachers sharing a narrative and working in partnership with one another to increase learning outcomes and inclusivity (Cook-Sather, 2014). Because this concept is relatively new, student voice is often perceived and implemented in a variety of differing ways. This literature review examines the current use and perspective of student voice in education and draws on a range of studies to investigate how the roles within student voice are understood, and the impact these have on effective teaching practice. In addition, the constraints brought forth by the multiple perspectives found within student voice are identified. Further recommendations for research include a focus on how these roles can be supported to best enable student agency, with the aim of producing positive learning experiences.