Student voice related to assessment, particularly in graduate educational leadership preparation programs, can be a powerful source of data to inform program development and implementation. This case study explores student experience and attitude toward assessment in two graduate level educational leadership programs at a midwestern university in the U.S. A multi-method case study design was employed to gain an understanding of current assessment practices including focus groups, interviews, and document analysis. Findings reveal multiple themes related to students' preferences for assessment as well as the absence of language pertaining to the use of student voice in the development and implementation of assessment in available guidance documents.