Removal of the student numbers cap, reductions in funding and an accompanying need to generate revenue have driven education towards neo-capitalism and managerialism: students equate to income. An associated growth in performativity measures incorporates student voice as one of these benchmarking requirements. Aiming to explore and challenge assumptions about the role of student voice in post-compulsory education, this paper identifies a missing viewpoint in the wider research: perceptions from those engaged in teacher education. This paper presents research undertaken with 24 participants (teacher educators, student teachers and quality assurance managers) across three post-compulsory institutions in the UK. It explores perceptions about how student voice is espoused, enacted and experienced within the institutions, and whether this enables a democratic approach within education. The research considers questions raised about power, dialogue and engagement, as well as the impact of marketisation and consumerism on student-institutional relationships.