Involving students in the design of their educational experience is increasingly being understood by higher education institutions to enhance learning, to build a better culture, and to foster inclusivity, amongst a host of other benefits. Accordingly, institutions are trialling a range of students-as-partners practices. There is currently huge variation in the nature and scale of these practices. This paper charts the process of putting names to various characteristics of students-as-partners practices in order to consistently describe, and therefore compare and map, them. The taxonomy that results is of immediate utility, but adapting the taxonomy to a specific context is also recommended as a profitable exercise. The processes described in this paper are vital next steps in the development and widespread adoption of this transformational set of practices.