Student voice has become a popular concept in education; however, little research has examined how teachers learn to solicit student feedback about their teaching. This study explores the cognitive, motivational, and affective challenges teachers encounter or must overcome when beginning to implement student voice practices in their classrooms. Using a mixed-methods study design that pairs open-ended survey questions with in-depth interviews, we find that teachers' reservations about student voice are rooted in four main concerns: fear of losing their authority in the classroom, doubts about students' capacity to respond appropriately to such opportunities, lack of time, and lack of will to change their practice. Case studies reveal further learning challenges as well as key outcomes, including learning to rethink assumptions about students, themselves and their authority, and their instructional practices. These findings suggest that student voice can be a powerful catalyst for teacher learning. Teacher educators who want to help teachers learn to listen to student voice should address the underlying beliefs, doubts, and fears teachers have about this unconventional practice.