Student voice has gained momentum in improving educational landscapes recently. With the aim of creating opportunities for empowering educational systems, student voice rests upon the premise that curricula are co-created, mediated dialogically, and co-designed by teachers and students. Yet, student voice expression might be restricted by power relations embedded within institutions. In fact, the current study aims to investigate how student--teacher curriculum partnerships can be interpreted in Iran's TEFL (Teaching English as a Foreign Language) higher education institutions through student voice. By means of semi-structured interviews and open-ended questionnaires, 41 M.A. TEFL students at Iranian state universities were requested to participate. The results--employing abductive analysis--indicated that teachers treat student voice in higher education teaching practices as tokenistic. The study delineates student voice in terms of student feedback and criticism, student decision-making, and student autonomy in co-creating teaching approaches and also highlights that teachers should provide spaces for students to construct dialogic approaches in education within a particular culture.