The purpose of this study was to examine graduate students' perceptions regarding student-led discussion forums in online classes. Qualitative data were collected from 2014 to 2021 from 65 doctoral students enrolled in a cohort model, fully online doctoral program focused on administration and leadership in education at a doctoral research university in Texas. A total of eight cohorts were represented. Results indicated that the majority of students (91%) liked student-led discussions and would consider implementing them if given an opportunity to teach graduate-level online courses. Five distinct themes emerged through participants' qualitative responses: in-depth learning, diversity of thoughts, student engagement, teaching skills, and time-consuming. Based on the findings, implications for practice are highlighted which can benefit faculty teaching graduate-level online courses.