Student voice has long been emphasized as a key component of developmentally responsive middle level education. For decades, researchers and educators alike have urged consideration of students' perspectives in the design of curriculum to improve learning opportunities. The purpose of this article is to present a New Zealand example of a middle years teacher who, in divergence from this current U.S. (and increasingly New Zealand) focus on school accountability, invited her students into the conversation about teaching and learning to improve her practice and co-create responsive pedagogy. Betty (a pseudonym) was in her sixth year of teaching and saw the research as an opportunity to learn more from her students about effective teaching for young adolescents. She intended to reflect on this knowledge and integrate insights into her teaching practice. The article begins by outlining what is meant by collaborative action research in the context of this study and how participating teachers and students used this methodology to explore and cocreate responsive pedagogy. In the interest of space, only one teacher's experience is described as an example of what can happen when students and teachers work together to consider the complex endeavor known as public education. Betty's class used collaborative action research processes to revitalize reflecting on learning in their classroom. The article describes the process they went through and the findings of this classroom's action research cycle. The authors conclude by exploring the possibilities and implications of collaborative action research for enacting student voice in classrooms and for teacher development and effectiveness.